在COVID-19期间调查学生对在线协作学习的满意度:一个预期确认模型
Xusen Cheng1, Ying Bao2, Bo Yang1
1School of Information, Renmin University of China, Beijing, China.
概括
在COVID-19期间的在线协作学习显著影响了学生的满意度. 高认知负载会对感知到的有用性和预期的确认产生负面影响,导致对数字教育平台的满意度降低.
科学领域:
- 教育技术的教育技术
- 心理学 心理学 心理学
- 在线学习在线学习
背景情况:
- 由于COVID-19的流行,人们不得不转向在线协作学习,从而破坏了传统的教育模式.
- 在此期间,对学生的幸福感和对在线学习的满意度的理解有限.
研究的目的:
- 调查在线协作学习中认知负载的触发因素和抑制因素.
- 在COVID-19疫情期间使用预期确认理论检查认知负载对学生满意度的影响.
主要方法:
- 一种混合方法的方法,结合了定性访谈和定量调查.
- 利用预期确认理论为调查提供框架.
主要成果:
- 确定了影响在线协作学习期间学生认知负载的心理和认知因素.
- 证明高认知负载会降低平台的感知实用性和预期确认,降低整体满意度.
结论:
- 高认知负载是在线协作学习环境中学生满意度的重要障碍.
- 结果为改善在线学习体验和在危机期间的学生支持提供了理论和实际见解.
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