新冠肺炎疫情背景下学生在线学习环境感知对学生满意度的影响

Sunipa Ghosh Dastidar
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引用次数: 5

摘要

在2019冠状病毒病大流行的背景下,本研究旨在调查学生对在线学习环境的看法,以及基于学术流的学生满意度。研究还调查了学生对在线学习环境的看法对学生满意度的影响。采用定量描述性调查方法。本研究包括来自西孟加拉邦高校的230名学生(130名本科生和100名研究生)。在线学习环境调查,改编和翻译(孟加拉语)版本的远程教育学习环境调查(DELES)由斯科特·L·沃克(2003),用于收集数据。数据分析采用统计技术、方差分析和回归分析。结果显示,除教师支持外,艺术、商业和理科生对在线学习环境的感知在学生互动与协作、个人关联、真实学习、主动学习和学生自主等维度上存在显著的平均差异。此外,不同学系的学生满意度有显著的平均差异。结果显示,学生对在线学习环境的总体看法对学生满意度有显著影响,学生互动和协作是所有因素中最显著的预测因子;然而,教师支持、主动学习和学生自主并不是学生满意度的显著预测因子。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Impact of Students’ Perceptions of Online Learning Environments on Students’ Satisfaction in the Context of Covid-19 Pandemic
In the context of the Covid-19 pandemic, the present study aimed to examine students’ perceptions of online learning environments and students’ satisfaction based on their academic stream. The study also investigated the impact of students’ perceptions of online learning environments on students’ satisfaction. A quantitative descriptive survey method was applied. This study included 230 students (130 undergraduate and 100 postgraduate students) from colleges and universities of West Bengal. Online Learning Environments Survey, an adapted and translated (Bengali) version of the Distance Education Learning Environments Survey (DELES) by Scott L Walker (2003), was used for collecting data. For data analysis, statistical techniques, ANOVA and regression analysis were performed. The results revealed significant mean differences among arts, commerce, and science students’ perceptions of online learning environments in the dimensions of student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy except in instructor support. Furthermore, a significant mean difference in student satisfaction was found based on the academic stream. The result revealed that overall students’ perceptions of online learning environments had a significant impact on student satisfaction, with student interaction and collaboration being the most significant predictor of all; however, instructor support, active learning, and student autonomy were not found to be significant predictors of student satisfaction.
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