Student satisfaction with online learning in the presence of ambivalence: Looking for the will-o'-the-wisp
ARTICLE
Charles Dziuban, Patsy Moskal, Lauren Kramer, Jessica Thompson
Internet and Higher Education Volume 17, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd
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.
Citation
Dziuban, C., Moskal, P., Kramer, L. & Thompson, J. (2013). Student satisfaction with online learning in the presence of ambivalence: Looking for the will-o'-the-wisp. Internet and Higher Education, 17(1), 1-8. Elsevier Ltd. Retrieved August 9, 2024 from https://www.learntechlib.org/p/199206/.
This record was imported from
Internet and Higher Education
on January 29, 2019.
Internet and Higher Education is a publication of Elsevier.
Keywords
Cited By
View References & Citations Map-
On-line teaching and assessment with videos and podcasts
Kim Livengood, Lesley Casarez & Mary McGlamery, Angelo State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 1211–1215
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
