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首页> 外文期刊>Decision Sciences Journal of Innovative Education >Socioeconomic Status- and Gender-Based Differences in Students' Perceptions of E-Learning Systems
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Socioeconomic Status- and Gender-Based Differences in Students' Perceptions of E-Learning Systems

机译：学生对电子学习系统的看法中基于社会经济地位和性别的差异

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摘要

Many universities are pursuing increases in on-line course offerings as a means of offsetting the rising costs of providing high-quality educational opportunities and of better serving their student populations. However, enrollments in online courses are not always sufficient to cover their costs. One possible way of improving enrollments is through marketing campaigns targeted to specific demographic groups. In this study, we take a first look into how students' perceptions of e-learning systems, prior to their enrollment in an online course, vary across socioeconomic status and gender. Findings suggest that prior to taking an online course, working-class students perceive e-learning systems more positively than their middle-class peers but that little difference exists between genders. Armed with this knowledge, universities may improve online course enrollments by marketing online courses specifically to working-class students or through campaigns aimed at improving middle-class students' perceptions of e-learning systems.
机译：许多大学正在寻求增加在线课程，以抵消提供高质量教育机会和更好地为其学生群体提供服务所增加的成本。但是，在线课程的注册人数并不总是足以支付其费用。提高入学率的一种可能方法是针对特定人群的营销活动。在这项研究中，我们首先研究了学生在注册在线课程之前对电子学习系统的看法如何随社会经济地位和性别而变化。研究结果表明，在参加在线课程之前，工人阶级的学生对电子学习系统的认识比中产阶级的同龄人更为积极，但是性别之间的差异很小。有了这些知识，大学可以通过专门针对工人阶级的学生营销在线课程或通过旨在提高中产阶级学生对电子学习系统的认知的活动来改善在线课程的注册。

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