A predictive study of learner satisfaction and outcomes in face-to-face, satellite broadcast, and live video-streaming learning environments
A predictive study of learner satisfaction and outcomes in face-to-face, satellite broadcast, and live video-streaming learning environments
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DOI：
10.1016/j.iheduc.2010.04.005
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发表时间：
2010-12-01
影响因子：
8.6
通讯作者：
Yen, Cherng-Jyh
中科院分区：
文献类型：
--
作者：
Abdous, M'hammed;Yen, Cherng-Jyh
本研究旨在评估授课模式 (DM)、学习者与教师互动的自我感知、计算机技能自评、之前的远程学习经验以及学习者的满意度和结果之间的预测关系。参与者注册了使用三种不同 DM 的课程：面对面、卫星广播和实时视频流 (LVS)。在每种情况下，课程均由同一位教师通过所有三种形式同时教授。结果表明，授课模式对于自我感知的学习者与教师的互动没有预测效用。另一方面，结果支持自我感知的学习者与教师互动作为学生满意度和学习成果（以课程最终成绩衡量）的预测指标的有效性。在较小程度上，自评计算机技能和参加远程学习课程的数量对学习成果和学生满意度的影响较弱。总体而言，该研究的结果支持了先前的研究，该研究报告了师生互动对远程教育学生的学习成果和满意度的重要性。由爱思唯尔公司出版
This study was conducted to assess the predictive relationships among delivery mode (DM), self-perceived learner-to-teacher interaction, self-rated computer skill, prior distance learning experience, and learners' satisfaction and outcomes. Participants were enrolled in courses which used three different DMs: face-to-face, satellite broadcasting, and live video-streaming (LVS). In each case, the course was offered simultaneously by the same teacher via all three formats. The results indicated no predictive utility of delivery mode for self-perceived learner-to-teacher interaction. On the other hand, the results supported the validity of self-perceived learner-to-teacher interaction as a predictor for student satisfaction and learning outcomes (measured by course final grades). To a lesser extent, self-rated computer skills and the number of distance learning courses taken played a weak role in learning outcomes and students' satisfaction. Overall, findings from the study support prior research that has reported the importance of learner-to-teacher interaction in learning outcomes and satisfaction of distance education students. Published by Elsevier Inc.