网络学习准备在课程满意度与网络学习统计自我效能感关系中的中介作用

IF 3.2 Q1 EDUCATION & EDUCATIONAL RESEARCH
Sangah Lee, Hyeon-Jean Yoo, Chih-Hsuan Wang
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引用次数: 0

摘要

摘要本研究旨在探讨在线学习准备度(OLR)在课程满意度与在线学习统计自我效能感之间的中介作用。样本包括从美国东南部一个州的一所大型公立大学招募的121名学生。采用结构方程模型(SEM)和相关分析对假设进行检验。我们发现统计学习自我效能感与学生的课程满意度和在线学习准备度呈正相关。学习效率与课程满意度有显著正相关。我们的研究结果证实了在线统计学课程学生学习统计自我效能感与学生课程满意度之间的中介作用。本研究发现统计学习的自我效能感有助于提高在线统计学习的课程满意度。我们建议教育机构应注重制定政策,以提高学生的在线学习准备和学生的自我效能感,提高课程满意度。关键词:在线学习准备情况统计在线课程自我效能感课程满意度在线学习披露声明作者未报告潜在的利益冲突。作者简介ssangah Lee是美国德克萨斯州休斯顿市休斯顿大学教育领导与政策研究系的研究科学家。她毕业于美国奥本大学,获得教育心理学博士学位、教育研究、测量与评估硕士学位和概率与统计硕士学位。她的研究主要集中在高等教育系统的多元文化方面,教育公平,以及在线和统计教育的动机。Hyeon-Jean Yoo,美国田纳西州纳什维尔市田纳西州立大学教学与学习系助理教授。她在美国奥本大学获得成人教育博士学位和教育研究、测量与评估硕士学位。她的研究兴趣包括在线和远程学习,变革学习和学生动机。王志轩,博士,美国奥本大学教育心理学教授。她对不同学习环境下的动机和评估以及使用技术对教学过程的影响感兴趣。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The mediating role of online learning readiness in the relationship between course satisfaction and self-efficacy to learn statistics in online classes
ABSTRACTThe study identifies the mediating effects of online learning readiness (OLR) in the relation between course satisfaction and self-efficacy to learn online statistics. The sample comprised 121 students recruited from a large public university in a south-eastern state in the United States of America. Structural equation modelling (SEM) and correlational analysis were used to test the hypotheses. We found that self-efficacy to learn statistics is positively associated with both course satisfaction and online learning readiness in students. OLR has a significant positive association with course satisfaction. Our findings confirmed the mediational effect of OLR of students enrolled in online statistics courses in the relationships between self-efficacy to learn statistics and students’ course satisfaction. This study suggests that self-efficacy to learn statistics contributes to higher course satisfaction in online statistics learning. We suggest that educational establishments should focus on developing policies to improve the online learning readiness of students and student self-efficacy, to enhance course satisfaction.KEYWORDS: online learning readinessstatistics online courseself-efficacycourse satisfactiononilne learning Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSangah LeeSangah Lee is a Research Scientist in the Department of Educational Leadership & Policy Studies at the University of Houston, Houston, TX, USA. She received her Ph.D. in Educational Psychology, M.S. degree in Educational Research, Measurement, and Evaluation, and M.S. degree in Probability and Statistics from Auburn University, Auburn, AL, USA. Her research is focused on multicultural aspects of higher educational systems, equity in education, and motivation in online and statistics education.Hyeon-Jean YooHyeon-Jean Yoo is an Assistant Professor in the Department of Teaching and Learning at Tennessee State University, Nashville, TN, USA. She received her Ph.D. in Adult Education and her M.S. degree in Educational Research, Measurement, and Evaluation from Auburn University, Auburn, AL, USA. Her research interests include online and distance learning, transformative learning, and student motivation.Chih-Hsuan WangChih-Hsuan Wang, PhD, is a Professor in Educational Psychology at Auburn University, Auburn, AL, USA. She is interested in research related to motivation and assessment in different learning settings, and the impact of using technology on teaching and learning processes.
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来源期刊
Open Learning
Open Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.50%
发文量
22
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