دورية أكاديمية
Evaluation of an Academic Satisfaction Model in E-Learning Education Contexts
| العنوان: | Evaluation of an Academic Satisfaction Model in E-Learning Education Contexts |
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| اللغة: | English |
| المؤلفون: | Zalazar-Jaime, Mauricio Federico (ORCID |
| المصدر: | Interactive Learning Environments. 2023 31(7):4687-4697. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Satisfaction, Electronic Learning, COVID-19, Pandemics, Distance Education, Path Analysis, Predictor Variables, Social Support Groups, Self Efficacy, Outcomes of Education, College Students |
| DOI: | 10.1080/10494820.2021.1979047 |
| تدمد: | 1049-4820 1744-5191 |
| مستخلص: | The urgent imperative to "move online," caused by the recent COVID-19 pandemic, has led to an in-depth study of the psychological factors involved in designing successful online learning experiences. The social-cognitive model of academic satisfaction has been widely researched in conventional educational contexts in different countries. The purpose of this research was to evaluate the adequacy of this model in e-learning education contexts. The method used was path analysis, including as independent variables: social support, informational support, self-efficacy, outcome expectations and progress in goals. The results indicated that the model adjusted satisfactorily, explaining 45% of the variance in academic satisfaction. As a specific finding of this study, in an e-learning context, it can be mentioned that a greater contribution of socio-emotional support was demonstrated with respect to informational support. On the other hand, a weak contribution of outcome expectations on academic satisfaction was verified, aspect that requires furthers research and the development of specific measures for e-learning education context. In summary, the results of this research together provide preliminary evidence favorable to the social-cognitive model of academic satisfaction in virtual environments of university education. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1398964 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1049-4820 1744-5191 |
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| DOI: | 10.1080/10494820.2021.1979047 |