阿尔及利亚的混合学习:使用SEM和情绪分析评估学生的满意度和未来偏好
Meriem Laifa1,2, Roya Imani Giglou3, Samir Akhrouf2,4
1Department of Computer Science, Mohamed El Bachir El Ibrahimi University, Bordj Bou Arreridj, Algeria.
概括
阿尔及利亚大学的混合学习对学生的满意度和未来的偏好产生了积极的影响,这是由感知到的易用性和有用性所驱动的. 这凸显了它在发展中国家可持续高等教育方面的潜力.
科学领域:
- 教育技术的教育技术.
- 高等教育研究 高等教育研究
- 发展中国家经济体的发展.
背景情况:
- 由于COVID-19的限制,在高等教育中加速采用混合学习.
- 贫困国家在实施新的教育战略方面面临着独特的挑战和机遇.
- 阿尔及利亚的高等教育部门正在适应不断变化的学习模式.
研究的目的:
- 调查影响阿尔及利亚学生对混合学习满意度的因素.
- 检查混合学习对学生未来教育偏好的影响.
- 为发展中国家的课程开发和政策制定提供见解.
主要方法:
- 使用结构方程建模 (SEM) 对782个问卷进行定量分析.
- 通过参与者反的无监督情绪分析进行定性数据分析.
- 检查了人们感知的易用性,实用性,满意度和未来偏好之间的关系.
主要成果:
- 感知到的易用性和实用性显著和积极地影响了学生的满意度.
- 学生的满意度对未来他们对混合学习的偏好产生了积极的影响.
- 易用性和实用性间接地通过满足感影响了未来的偏好.
结论:
- 混合学习是阿尔及利亚高等教育的可行策略,取决于用户的看法.
- 学生满意度是长期采用混合学习的关键媒介.
- 结果支持提高课程和政策调整,为发展中国家的可持续混合学习环境提供支持.
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