Assessing student satisfaction in an asynchronous e-learning environment
نویسندگان
چکیده
Electronic learning systems and virtual learning environments for education or training are increasingly gaining attention in educational organizations as well as in industry. An important dimension in the evaluation of a virtual learning environment is the assessment of e-learner satisfaction. Critical elements in the assessment procedure are the learner interface, the course content, the access and interaction with the learning community and the personalization of learning. These elements provide the guidelines for developing questionnaires assessing quantitatively e-learner satisfaction. Furthermore, qualitative data are also necessary to give a deeper insight in the causes of learner satisfaction and dissatisfaction. A measuring tool combining both quantitative and qualitative techniques for learner-satisfaction assessment is presented. The role of the teacher in establishing and promoting new learning styles within the emerging virtual learning environments is also acknowledged and is incorporated in the model as an additional construct which is related with learner satisfaction. Key-Words: Evaluation, Electronic Learning, e-Learner Satisfaction, Asynchronous Teaching
منابع مشابه
Vitrual Interactivity: Design Factors Affecting Student Satisfaction and Perceived Learning in Asynchronous Online Courses
This paper looks at factors affecting student satisfaction with and perceived learning from asynchronous online learning. It reports on an empirical investigation that explored relationships between student perceptions and course design factors in seventythree SUNY Learning Network courses in the spring, 1999 semester. The study found that three, and only three, general factors – clarity of des...
متن کاملSwan, K. (2001). Virtual interactivity: design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22, (2), 306-331. VITRUAL INTERACTIVITY: DESIGN FACTORS AFFECTING STUDENT SATISFACTION AND PERCEIVED LEARNING IN ASYNCHRONOUS ONLINE COURSES
This paper looks at factors affecting student satisfaction with and perceived learning from asynchronous online learning. It reports on an empirical investigation that explored relationships between student perceptions and course design factors in seventythree SUNY Learning Network courses in the spring, 1999 semester. The study found that three, and only three, general factors – clarity of des...
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