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題名 Comparison of students` satisfaction and dissatisfaction factors in different classroom types in higher education
作者 Fu, Fong-Ling
傅豐玲
貢獻者 資管系
關鍵詞 Effective classroom learning requires a good learning environment integrated with quality teaching, quality course content, and a collaborative approach towards learning. This study sets out to examine the drivers of student satisfaction and dissatisfaction in the three classroom settings common to higher education: face-to-face, Web-based, and blended classrooms. The Critical Incident Technique was used to collect data and to form categories of satisfaction and dissatisfaction factors. The results indicate that student satisfaction/dissatisfaction factors change in different classrooms. In face-to-face classrooms, the instructor`s teaching ability and level of enthusiasm are the most critical factors. On the other hand, availability of the online learning system turned out to be the most critical factor in both Web-based and blended learning contexts. The mix of different interaction types makes the blended classroom popular with students. Regardless of classroom environment, a collaborative learning style remains a key factor in achieving students` satisfaction, which leads to better learning performance. © Springer-Verlag 2010.
日期 2010
上傳時間 29-Jun-2015 17:49:51 (UTC+8)
關聯 Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), Volume 6248 LNCS, 2010, Pages 415-426, 3rd International Conference on Hybrid Learning, ICHL 2010; Beijing; China; 16 August 2010 到 18 August 2010; 代碼 82723
資料類型 conference
DOI http://dx.doi.org/10.1007/978-3-642-14657-2_38
dc.contributor 資管系
dc.creator (作者) Fu, Fong-Ling
dc.creator (作者) 傅豐玲zh_TW
dc.date (日期) 2010
dc.date.accessioned 29-Jun-2015 17:49:51 (UTC+8)-
dc.date.available 29-Jun-2015 17:49:51 (UTC+8)-
dc.date.issued (上傳時間) 29-Jun-2015 17:49:51 (UTC+8)-
dc.identifier.uri (URI) https://ah.lib.nccu.edu.tw/item?item_id=84944-
dc.relation (關聯) Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), Volume 6248 LNCS, 2010, Pages 415-426, 3rd International Conference on Hybrid Learning, ICHL 2010; Beijing; China; 16 August 2010 到 18 August 2010; 代碼 82723
dc.subject (關鍵詞) Effective classroom learning requires a good learning environment integrated with quality teaching, quality course content, and a collaborative approach towards learning. This study sets out to examine the drivers of student satisfaction and dissatisfaction in the three classroom settings common to higher education: face-to-face, Web-based, and blended classrooms. The Critical Incident Technique was used to collect data and to form categories of satisfaction and dissatisfaction factors. The results indicate that student satisfaction/dissatisfaction factors change in different classrooms. In face-to-face classrooms, the instructor`s teaching ability and level of enthusiasm are the most critical factors. On the other hand, availability of the online learning system turned out to be the most critical factor in both Web-based and blended learning contexts. The mix of different interaction types makes the blended classroom popular with students. Regardless of classroom environment, a collaborative learning style remains a key factor in achieving students` satisfaction, which leads to better learning performance. © Springer-Verlag 2010.
dc.title (題名) Comparison of students` satisfaction and dissatisfaction factors in different classroom types in higher education
dc.type (資料類型) conferenceen
dc.identifier.doi (DOI) 10.1007/978-3-642-14657-2_38
dc.doi.uri (DOI) http://dx.doi.org/10.1007/978-3-642-14657-2_38