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Assessment of learner satisfaction with asynchronous electronic learning systems

The electronic learning (e-learning) literature has not addressed the measurement of learner satisfaction with asynchronous e-learning systems. Current models for measuring user satisfaction (US) and students' evaluation of teaching effectiveness (SETE) are perceived as inapplicable as they are targ... Full description

Journal Title: Information & Management Oct 2003, Vol.41(1), pp.75-86
Main Author: Yi-Shun, Wang
Format: Electronic Article Electronic Article
Language: English
Subjects:
ID: ISSN: 03787206 ; E-ISSN: 18727530
Link: http://search.proquest.com/docview/237022232/?pq-origsite=primo
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title: Assessment of learner satisfaction with asynchronous electronic learning systems
format: Article
creator:
  • Yi-Shun, Wang
subjects:
  • Studies
  • Online Instruction
  • Distance Learning
  • End Users
  • Measurement
  • Effectiveness
  • Attitude Surveys
  • Customer Satisfaction
  • Experimental/Theoretical
  • Telecommunications Systems & Internet Communications
  • Schools and Educational Services
ispartof: Information & Management, Oct 2003, Vol.41(1), pp.75-86
description: The electronic learning (e-learning) literature has not addressed the measurement of learner satisfaction with asynchronous e-learning systems. Current models for measuring user satisfaction (US) and students' evaluation of teaching effectiveness (SETE) are perceived as inapplicable as they are targeted primarily towards either organizational information systems or classroom education environment. My study developed a comprehensive model and instrument for measuring learner satisfaction with asynchronous e-learning systems. The procedures used in conceptualizing the survey, generating items, collecting data, and validating the multiple-item scale are described. This study carefully examined evidence of reliability, content validity, criterion-related validity, convergent validity, discriminant validity, and nomological validity by analyzing data from a sample of 116 adult respondents. The norms of the instrument were then developed, and the potential applications for practitioners and researchers explored. Finally, this paper discusses limitations of the work. The empirically validated instrument should be useful to other researchers in developing and testing their e-learning theories. [PUBLICATION ]
language: eng
source:
identifier: ISSN: 03787206 ; E-ISSN: 18727530
fulltext: fulltext
issn:
  • 03787206
  • 0378-7206
  • 18727530
  • 1872-7530
url: Link


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descriptionThe electronic learning (e-learning) literature has not addressed the measurement of learner satisfaction with asynchronous e-learning systems. Current models for measuring user satisfaction (US) and students' evaluation of teaching effectiveness (SETE) are perceived as inapplicable as they are targeted primarily towards either organizational information systems or classroom education environment. My study developed a comprehensive model and instrument for measuring learner satisfaction with asynchronous e-learning systems. The procedures used in conceptualizing the survey, generating items, collecting data, and validating the multiple-item scale are described. This study carefully examined evidence of reliability, content validity, criterion-related validity, convergent validity, discriminant validity, and nomological validity by analyzing data from a sample of 116 adult respondents. The norms of the instrument were then developed, and the potential applications for practitioners and researchers explored. Finally, this paper discusses limitations of the work. The empirically validated instrument should be useful to other researchers in developing and testing their e-learning theories. [PUBLICATION ]
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abstractThe electronic learning (e-learning) literature has not addressed the measurement of learner satisfaction with asynchronous e-learning systems. Current models for measuring user satisfaction (US) and students' evaluation of teaching effectiveness (SETE) are perceived as inapplicable as they are targeted primarily towards either organizational information systems or classroom education environment. My study developed a comprehensive model and instrument for measuring learner satisfaction with asynchronous e-learning systems. The procedures used in conceptualizing the survey, generating items, collecting data, and validating the multiple-item scale are described. This study carefully examined evidence of reliability, content validity, criterion-related validity, convergent validity, discriminant validity, and nomological validity by analyzing data from a sample of 116 adult respondents. The norms of the instrument were then developed, and the potential applications for practitioners and researchers explored. Finally, this paper discusses limitations of the work. The empirically validated instrument should be useful to other researchers in developing and testing their e-learning theories. [PUBLICATION ABSTRACT]
copAmsterdam
pubElsevier Sequoia S.A.
urlhttp://search.proquest.com/docview/237022232/
doi10.1016/S0378-7206(03)00028-4
date2003-10-01