Student satisfaction with online learning in the presence of ambivalence: Looking for the will-o'-the-wisp

被引：29

作者：

Dziuban, Charles ^{[1
]}

Moskal, Patsy ^{[1
]}

Kramer, Lauren ^{[1
]}

Thompson, Jessica ^{[1
]}

机构：

[1] Univ Cent Florida, Res Initiat Teaching Effectiveness, Orlando, FL 32816 USA

来源：

INTERNET AND HIGHER EDUCATION | 2013年 / 17卷

关键词：

Online learning; Student ambivalence; Psychological contract; Student satisfaction; Prototype; Idealized cognitive model; PSYCHOLOGICAL CONTRACTS; ALPHA;

D O I：

10.1016/j.iheduc.2012.08.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The authors contend that ambivalence students feel toward online courses modifies the dimensionality by which they evaluate their learning experiences. The data from this study show that as student ambivalence increases, so do the number of elements they use to evaluate their courses. As the student view of a course becomes more complex those elements by which they make judgments become much more independent of each other. The authors hypothesize that models students develop to evaluate course quality is a function of agency, psychological contracts, ambivalence, prototype theory, intuition, idealized cognitive models and satisfaction. Published by Elsevier Inc.

引用

页码：1 / 8

页数：8