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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 Empirical Investigation
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The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation

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:一项实证研究

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摘要

In this study, structural equation modeling is applied to examine the determinants of students' satisfaction and their perceived learning outcomes in the context of university online courses. Independent variables included in the study are course structure, instructor feedback, self-motivation, learning style, interaction, and instructor facilitation as potential determinants of online learning. A total of 397 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to examine the structural model. The results indicated that all of the antecedent variables significantly affect students' satisfaction. Of the six antecedent variables hypothesized to affect the perceived learning outcomes, only instructor feedback and learning style are significant. The structural model results also reveal that user satisfaction is a significant predictor of learning outcomes. The findings suggest online education can be a superior mode of instruction if it is targeted to learners with specific learning styles (visual and read/write learning styles) and with timely, meaningful instructor feedback of various types.
机译:在这项研究中,结构方程模型用于检查学生满意度的决定因素及其在大学在线课程中的感知学习成果。研究中包括的独立变量是课程结构,教师反馈,自我激励,学习方式,互动和教师便利性,这些都是在线学习的潜在决定因素。在中西部一所大学完成至少一门在线课程的学生中,共有397份有效的,无重复的答案用于检验结构模型。结果表明,所有前期变量都显着影响学生的满意度。在六个假设变量影响感知的学习成果中,只有教师的反馈和学习风格很重要。结构模型结果还表明,用户满意度是学习成果的重要预测指标。研究结果表明,如果在线教育针对的是具有特定学习方式(视觉和读写学习方式)并且具有及时,有意义的各种类型的教师反馈的学习者,则它可以是一种优越的教学模式。

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