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Student Satisfaction with Online Learning in the Presence of Ambivalence: Looking for the Will-o'-the-Wisp

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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: PDF
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
FullText Text:
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  Data: Student Satisfaction with Online Learning in the Presence of Ambivalence: Looking for the Will-o'-the-Wisp
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  Data: <searchLink fieldCode="AR" term="%22Dziuban%2C+Charles%22">Dziuban, Charles</searchLink><br /><searchLink fieldCode="AR" term="%22Moskal%2C+Patsy%22">Moskal, Patsy</searchLink><br /><searchLink fieldCode="AR" term="%22Kramer%2C+Lauren%22">Kramer, Lauren</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Internet+and+Higher+Education%22"><i>Internet and Higher Education</i></searchLink>. Apr 2013 17:1-8.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Satisfaction%22">Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink>
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  Data: 10.1016/j.iheduc.2012.08.001
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  Data: 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.)
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