Student Satisfaction with Online Learning in the Presence of Ambivalence: Looking for the Will-o'-the-Wisp
Saved in:
| Title: | Student Satisfaction with Online Learning in the Presence of Ambivalence: Looking for the Will-o'-the-Wisp |
|---|---|
| Language: | English |
| Authors: | Dziuban, Charles, Moskal, Patsy, Kramer, Lauren |
| Source: | Internet and Higher Education. Apr 2013 17:1-8. |
| Availability: | Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 8 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Electronic Learning, Online Courses, Student Attitudes, Satisfaction, Models |
| DOI: | 10.1016/j.iheduc.2012.08.001 |
| ISSN: | 1096-7516 |
| Abstract: | 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. (Contains 7 tables.) |
| Abstractor: | As Provided |
| Entry Date: | 2013 |
| Accession Number: | EJ1006807 |
| Database: | ERIC |
| Abstract: | 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. (Contains 7 tables.) |
|---|---|
| ISSN: | 1096-7516 |
| DOI: | 10.1016/j.iheduc.2012.08.001 |
