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首页> 外文期刊>Decision Sciences Journal of Innovative Education >The Determinants of Students’ Perceived Learning Outcomes and Satisfaction in University Online Education: An Update†
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The Determinants of Students’ Perceived Learning Outcomes and Satisfaction in University Online Education: An Update†

机译：大学在线教育中学生感知学习效果和满意度的决定因素：更新†

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摘要

A stream of research over the past decade that identifies predictors of e-learning success suggests that there are several critical success factors (CSFs) that must be managed effectively to fully realize promise for e-learning. Grounded in constructivist learning theories, this study advances previous work on CSFs in university online education. Structural equation modeling is applied to examine the determinants of students’ satisfaction and their perceived learning outcomes in the context of university online courses. The independent variables of motivation (intrinsic and extrinsic), student self-regulation, dialogue (instructor-student, and student-student), instructor, and course design are examined as potential determinants of online learning outcomes. A total of 372 responses from students who have completed at least one online course at a university in the Midwestern United States were used to examine the structural model. Findings indicate that instructor-student dialogue, student-student dialogue, instructor, and course design significantly affect students’ satisfaction and learning outcomes. However, both extrinsic student motivation and student self-regulation have no significant relationship with user satisfaction and learning outcomes. Finally, intrinsic student motivation affects learning outcomes but not user satisfaction. The findings suggest that course design, instructor, and dialogue are the strongest predictors of user satisfaction and learning outcomes.
机译：在过去的十年中，一系列研究确定了电子学习成功的预测因素，这表明必须有效管理几个关键的成功因素（CSF），才能完全实现对电子学习的承诺。这项研究以建构主义学习理论为基础，推动了先前有关大学在线教育中CSF的工作。在大学在线课程的背景下，结构方程模型用于检查学生满意度的决定因素及其感知的学习成果。动机（内在和外在），学生的自我调节，对话（老师-学生和学生-学生），讲师和课程设计的独立变量被视为在线学习结果的潜在决定因素。总共372位来自美国中西部一所大学完成至少一门在线课程的学生的回答用于检验结构模型。研究结果表明，师生对话，学生与学生对话，教练和课程设计会严重影响学生的满意度和学习成果。但是，外在的学生动机和学生的自我调节与用户满意度和学习成果没有显着关系。最后，内在的学生动机会影响学习成果，但不会影响用户满意度。研究结果表明，课程设计，讲师和对话是用户满意度和学习成果的最强预测指标。

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