Student perceptions of satisfaction and anxiety in an online doctoral program
Student perceptions of satisfaction and anxiety in an online doctoral program
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DOI：
10.1080/01587919.2012.667961
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发表时间：
2012-01-01
影响因子：
7.3
通讯作者：
Halupa, Colleen
中科院分区：
文献类型：
--
作者：
Bolliger, Doris U.;Halupa, Colleen
84名学生在网上健康教育博士课程采取的第一门课程，在该计划超过一年（四个季度）进行了调查，就他们的计算机，互联网和在线课程焦虑，以及整体课程满意度。在教育研究课程的第一周和最后一周，管理一个18项焦虑工具，包括计算机、互联网和在线学习领域，以评估学生焦虑的变化。在课程结束时，管理一个24项满意度工具，包括关于教师、技术、设置、互动、成果和总体满意度的领域。结果显示，焦虑与学生满意度呈显著负相关。学生的焦虑水平处于相对中等的范围内;焦虑水平随时间的变化并不显着。在使用计算机或互联网时感到焦虑的参与者，或者在参加在线课程时感到焦虑的参与者在其他领域也会感到焦虑。
Eighty-four students in an online health education doctoral program taking the first course in the program over one year (four quarters) were surveyed in regards to their computer, Internet, and online course anxiety, and overall course satisfaction. An 18-item anxiety tool with domains in computer, Internet, and online learning was administered in the first and last weeks of an educational research course to assess for changes in student anxiety. A 24-item satisfaction tool with domains regarding the instructor, technology, setup, interaction, outcomes, and overall satisfaction was administered at the end of the course. Results show a significant negative correlation between anxiety and student satisfaction. Student anxiety levels were in the relatively moderate range; changes in anxiety levels over time were not significant. Participants who felt anxious when using computers or the Internet, or when taking online courses experienced anxiety with other domains.