{"title":"商科学生对线上课程与面对面课程好感度之相关研究","authors":"Gary Blau, Darin Kapanjie","doi":"10.5325/JASSEINSTEFFE.6.1.0050","DOIUrl":null,"url":null,"abstract":"This study used two different samples of undergraduate business students taking both online and face-to-face courses to measure the perceived favorability of online courses. The Fall 2014 sample consisted of 237 complete data respondents, while the Spring 2015 sample consisted of 114 complete data respondents. A new reliable four-item perceived favorability of online versus face-to-face courses measure was used. Across both samples, two correlates, that is, satisfaction with course tools, and satisfaction with instructor response time, were each positively related to perceived favorability of online courses, beyond controlled for background and behavioral variables.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"68 1","pages":"50 - 66"},"PeriodicalIF":0.0000,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"7","resultStr":"{\"title\":\"Correlates of Business Undergraduates’ Perceived Favorability of Online Compared to Face-to-Face Courses\",\"authors\":\"Gary Blau, Darin Kapanjie\",\"doi\":\"10.5325/JASSEINSTEFFE.6.1.0050\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study used two different samples of undergraduate business students taking both online and face-to-face courses to measure the perceived favorability of online courses. The Fall 2014 sample consisted of 237 complete data respondents, while the Spring 2015 sample consisted of 114 complete data respondents. A new reliable four-item perceived favorability of online versus face-to-face courses measure was used. Across both samples, two correlates, that is, satisfaction with course tools, and satisfaction with instructor response time, were each positively related to perceived favorability of online courses, beyond controlled for background and behavioral variables.\",\"PeriodicalId\":56185,\"journal\":{\"name\":\"Journal of Assessment and Institutional Effectiveness\",\"volume\":\"68 1\",\"pages\":\"50 - 66\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2016-04-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"7\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Assessment and Institutional Effectiveness\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5325/JASSEINSTEFFE.6.1.0050\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Assessment and Institutional Effectiveness","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5325/JASSEINSTEFFE.6.1.0050","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}
Correlates of Business Undergraduates’ Perceived Favorability of Online Compared to Face-to-Face Courses
This study used two different samples of undergraduate business students taking both online and face-to-face courses to measure the perceived favorability of online courses. The Fall 2014 sample consisted of 237 complete data respondents, while the Spring 2015 sample consisted of 114 complete data respondents. A new reliable four-item perceived favorability of online versus face-to-face courses measure was used. Across both samples, two correlates, that is, satisfaction with course tools, and satisfaction with instructor response time, were each positively related to perceived favorability of online courses, beyond controlled for background and behavioral variables.
期刊介绍：
The Journal of Assessment and Institutional Effectiveness publishes scholarly work on the assessment of student learning at the course, program, institutional, and multi-institutional levels as well as more broadly focused scholarship on institutional effectiveness in relation to mission and emerging directions in higher education assessment. JAIE is the official publication of the New England Educational Assessment Network, established in 1995 and recognized as one of the leaders in supporting best practices and resources in educational assessment.
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