Issue 6
Dec.  2022
Turn off MathJax
Article Contents
WANG Yonggu, JIN Jianya. Satisfaction in Chinese Universities During the COVID-19[J]. Journal of Modern Education, 2022, (6): 84-93.
Citation: WANG Yonggu, JIN Jianya. Satisfaction in Chinese Universities During the COVID-19[J]. Journal of Modern Education, 2022, (6): 84-93.

Satisfaction in Chinese Universities During the COVID-19

  • Received Date: 2022-06-29
    Available Online: 2022-12-29
  • Online teaching has become the main way of college course teaching during the COVID-19. To explore the characteristics of online teaching operation in colleges and universities and its influence on students' learning satisfaction, this study adopts questionnaire survey and data analysis methods, selecting 377 students in colleges as respondents to investigate the operation status of online teaching in colleges during the epidemic period and analyze the e-learning satisfaction degree of college students and its influencing factors. The research results show that online teaching in colleges and universities during the epidemic period has three new features:full participation of teachers and students, full coverage of courses, and full-time progress. Students' e-learning satisfaction is above the average level. There are some significant differences in students' learning satisfaction in the three variables of university location, online learning experience and home network environment, which are significantly affected by the six factors of university location, online learning experience, home network environment, average daily online course time and single online course time.

     

  • loading
  • [1]
    祝智庭, 郭绍青, 吴砥, 等. "停课不停学"政策解读、关键问题与应对举措[J]. 中国电化教育, 2020(4):1-7.
    [2]
    徐晓青, 赵蔚, 刘红霞. 大学生在线学习满意度影响因素研究[J]. 中国远程教育, 2017(5):43-50.
    [3]
    龚少英, 韩雨丝, 王丽霞, 等. 任务价值和学业情绪与网络学习满意度的关系研究[J]. 电化教育研究, 2016, 37(3):72-77.
    [4]
    MACDONALD C J, STODEL E J, FARRES L G, et al. The demand-driven learning model:a framework for web-based learning[J]. Internet and higher education, 2001, 4(1):9-30.
    [5]
    EOM S. Relationships between e-learning systems and learning outcomes:a path analysis model[C]. Sousse, Tunisia:IEEE International Conference on ICALT, 2010.
    [6]
    EOM S B, NICHOLAS A. The determinants of students' perceived learning outcomes and satisfaction in university online education:an update[J]. Decision sciences journal of innovative education, 2016, 14(2):185-215.
    [7]
    王宁, 琚向红, 葛正鹏. 开放教育网络课程学习满意度影响因素[J]. 开放教育研究, 2014, 20(6):111-118.
    [8]
    KIAN-SAM H. Relationships between students' and instructional variables with satisfaction and learning from a web-based course[J]. Internet and higher education, 2002, 5(3):267-281.
    [9]
    黄芳铭. 结构方程模式理论与应用[M]. 北京:中国税务出版社, 2004.
    [10]
    赖显明, 张妙华. 现代远程教育校外学习中心学习支持服务满意度个案调查与分析[J]. 远程教育杂志, 2011, 29(3):54-59.
    [11]
    教育部. 国家中长期教育改革和发展规划纲要(2010-2020)[EB/OL]. (2010-07-29)[2022-01-02]. http://www.moe.gov.cn/srcsite/A01/s7048/201007/t20100729_171904.html.
    [12]
    刘佳. "直播+教育":"互联网+"学习的新形式与价值探究[J]. 远程教育杂志, 2017, 35(1):52-59.
    [13]
    杨芳, 张欢瑞, 张文霞. 基于MOOC与雨课堂的混合式教学初探——以"生活英语听说"MOOC与雨课堂的教学实践为例[J]. 现代教育技术, 2017, 27(5):33-39.
    [14]
    蒋志辉, 赵呈领, 李红霞, 等. 在线学习者满意度影响因素:直播情境与录播情境比较[J]. 开放教育研究, 2017, 23(4):76-85.
    [15]
    倪俊杰, 丁书林. O2O直播课堂教学模式及其实践研究[J]. 中国电化教育, 2017(11):114-118.
    [16]
    王润兰, 李铮铮, 张晓鑫. 大学生网络自主探究学习能力培养[J]. 电化教育研究, 2010(10):56-60.
    [17]
    路兴, 赵国栋, 原帅, 等. 高校教师的"混合式学习"接受度及其影响因素研究——以北大教学网为例[J]. 远程教育杂志, 2011, 29(2):62-69.
    [18]
    吴薇, 姚蕊, 谢作栩. 高校教师在线教学满意度的区域与院校差异研究[J]. 开放教育研究, 2020, 26(3):71-79.
    [19]
    张立国, 刘晓琳. 国内外高校网络教学模式研究的元分析[J]. 电化教育研究, 2012, 33(4):40-46.
    [20]
    任建强. 移动学习背景下的新型远程视频教学平台研究[J]. 中国电化教育, 2011(3):131-134.
    [21]
    黄荣怀, 张慕华, 沈阳, 等. 超大规模互联网教育组织的核心要素研究——在线教育有效支撑"停课不停学"案例分析[J]. 电化教育研究, 2020, 41(3):10-19.
    [22]
    崔国强, 韩锡斌, 王淑艳. 学生控制源倾向及其它个体差异对在线学习满意度的影响[J]. 中国电化教育, 2014(8):55-61.
    [23]
    MTEBE J S, RAPHAEL C. Key factors in learners' satisfaction with the e-learning system at the university of Dar es Salaam, Tanzania[J]. Australasian journal of educational technology, 2018, 34(4):107-122.
    [24]
    张耀辉, 卢爽, 刘冰. 用户信息交互过程中影响信息质量的因素分析[J]. 情报理论与实践, 2012, 35(6):12-15.
    [25]
    胡凡刚, 周婷婷, 张洪孟. 影响教育虚拟社区学习者自我效能感形成因素的实证研究[J]. 电化教育研究, 2015, 36(1):38-47.
    [26]
    高洁. 在线学业情绪对学习投入的影响——社会认知理论的视角[J]. 开放教育研究, 2016, 22(2):89-95.
    [27]
    程志, 周铁. 基于认知负荷理论的教学媒体设计[J]. 现代教育技术, 2008(11):50-52.
    [28]
    刘爽, 郑燕林, 阮士桂. ARCS模型视角下微课程的设计研究[J]. 中国电化教育, 2015(2):51-56.
  • 加载中

Catalog

    通讯作者: 陈斌, bchen63@163.com
    • 1. 

      沈阳化工大学材料科学与工程学院 沈阳 110142

    1. 本站搜索
    2. 百度学术搜索
    3. 万方数据库搜索
    4. CNKI搜索

    Article Metrics

    Article views (442) PDF downloads(32) Cited by()
    Proportional views
    Related

    /

    DownLoad:  Full-Size Img  PowerPoint
    Return
    Return