Effects Of Interaction On Students’ Perceived Learning Satisfaction In University Online Education: An Empirical Investigation
Effects Of Interaction On Students’ Perceived Learning Satisfaction In University Online Education: An Empirical Investigation
复制标题
大学在线教育中互动对学生感知学习满意度的影响：实证研究
DOI：
--
复制
发表时间：
2009
期刊：
影响因子：
--
通讯作者：
Sean B. Eom
中科院分区：
文献类型：
--
作者：
Sean B. Eom
本研究考察了非同步在线学习课程中交互作用的影响因素和结果。通过对调查数据的偏最小二乘分析对研究模型进行了检验。来自中西部一所大学至少完成了一门在线课程的学生总共收到了397份有效的无重复回复，用于检验结构模型。除了这项研究中的一个假设外，所有的假设都得到了支持。我们发现，课程结构、自我激励和学习风格这三个因素都会影响学生与教师和同学之间的互动。此外，互动与学生满意度之间存在正相关关系。这与我们已经讨论过的关于学生满意度的现有文献的发现是一致的。结构模型的结果还表明，用户满意度是学习结果的显著预测因素，但该模型未能支持互动与面授课堂的学习结果之间的关系。
This study examined the antecedents and outcomes of interaction in asynchronous online learning courses. The research model was tested by using a Partial Least Squares analysis on the survey data. 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. All hypotheses except one in this study were supported. We found that all three factors course structure, self-motivation, and learning styles influenced students’ interaction with the instructor and classmates. Further, there is a positive relationship between interaction and students’ satisfaction. This is in accordance with the findings of the extant literature on student satisfaction we have discussed. The structural model results also reveal that user satisfaction is a significant predictor of learning outcomes, but the model failed to support the relationship between interaction and the learning outcomes of e-learning classes in relation to face-to-face classes.