Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning

Support for student learning is a key element in optimizing student learning experiences in any learning environment and its importance has been widely discussed. This study looked at student support, particularly in the course context, focusing mainly on guidance provided to students within a course. Three categories of support were identified and used for the purpose of this study: instructional, peer, and technical support. A total of 110 students completed an online survey on students' perceptions of support and course satisfaction in an undergraduate online course at a large southeastern university. The results showed perceived support was significantly related to their overall satisfaction of the online course. The findings of this study suggest that teachers should communicate what types of support are available to students and provide an easy way of accessing and taking advantage of the support.     

The Impacts of System and Human Factors on Online Learning Systems Use and Learner Satisfaction

Success in an online learning environment is tied to both human and system factors. This study illuminates the unique contributions of human factors (comfort with online learning, self‐management of learning, and perceived Web self‐efficacy) to online learning system success, which is measured in terms of usage and satisfaction. The research model was tested employing SEM on a sample of 674 college students enrolled in at least one online course. The factors of comfort with online learning and perceived Web self‐efficacy were significant predictors of satisfaction. Comfort with online learning was significant in predicting usage. The impact of demographic variables was examined.     

Course Management Systems and Blended Learning: An Innovative Learning Approach

This article utilizes Rogers ’ innovation‐decision process model (2003) and Beckman and Berry's innovation process model (2007) to create an innovative learning map that illustrates three learning methods (i.e., face‐to‐face learning, online learning, and blended learning) in two types of innovation (i.e., incremental innovation and radical innovation) that exhibits the behavior and dynamics on a two‐dimensional area of learning changes (i.e., change in learning model and change in technological infrastructure). The behavior and dynamics of face‐to‐face, online, and blended learning are depicted in the innovative learning map. Blended learning is identified as a radical innovative learning method in the innovative learning map. A course management system (CMS) is an information and communication technology (ICT) tool that can be used to facilitate and balance communication channel within a blended learning environment. Two propositions are proposed in this article: (1) CMS facilitates communication channel, enhances learning practice for learners and instructors, and is an enabler for blended learning; and (2) adopting CMS is suitable for blended learning practice. A case study to a college System Analysis and Design (SA&D) course reflects that the adoption of CMS in a blended learning environment is acceptable.     

网购火爆现象下的当今消费观

自互联网逐步进入中国以来,从最初的邮箱、门户网站到即时通讯工具的出现、网络游戏的流行,再到现在日渐火爆的网上购物,互联网正逐步改变着人们的生活方式,影响着人们的消费观念。本文通过对网上购物火爆现象的原因及所表现出的消费观进行分析,倡导人们用理性的、生态的眼光重新审视自己的行为,树立正确的消费观。     

基于blackboard的高职思想政治教育网络课程考试效果分析

计算机网络考试作为一种较为经济有效的知识点考试手段,适用于重复性较强的高校思想政治理论公共必修课程。本研究为高校思想政治理论课计算机网络化考试改革试验,基于较为成熟blackboard网络课程考试平台,进行思想政治网络课程期末考试,了解其信度和效度,进一步探究影响考试效果的主要因素,并探讨相应改进的方法和可能性。     

《英汉互译》网络精品课程的构建及反思

《英汉互译》网络精品课程主要针对英语专业在校大学生构建。该精品课程作为在校大学生的在线学习平台,弥补了课堂教学中表现出的实践及交互方面的不足,突出以＂学＂为中心的指导思想,培养学生的创新精神和实践能力。网络精品课程的构建主要包括平台的构建和学习资源的建设。以往的网络精品课程只注重知识的传授而忽略学习效果,因此,该精品课程在对已建立的网络课程进行分析的基础上,提出课程网站要与教学设计紧密结合、以学习资源建设为整个课程网站中心等一系列建议。     

在线考试系统设计中试题的呈现及持久化处理方法

对于软件设计中数据的呈现或界面设计,即使是在现代高度完善的软件开发平台上仍然是一项较为复杂的工作。文章讨论了在线考试系统的开发中如何实现试卷库中的试题从数据库到内存的映射,再通过控件的数据绑定来最终完成命题呈现的过程,这是设计在线考试系统的重要环节。针对考试过程中可能存在的试题丢失问题,文章给出了试题的持久化处理方法。     

Defining key drivers of online impulse purchasing: A perspective of both impulse shoppers and system users

With the proliferation of e-commerce, a large part of online shopping is attributed to impulse buying. Hence, there is a particular necessity to understand impulse buying in the online context. Impulse shoppers incline to feel unable to control their tendencies and behaviors from various stimuli. Specifically, online consumers are both the impulse shoppers and the system users of websites in the purchase process. Impulse shoppers concern individual traits and system users cover the attributes of online stores. Online impulse buying therefore entails two key drivers, technology use and trust belief, and the mediator of flow experience. Grounding on flow experience, technology-use features, and trust belief, this study proposes a novel research model to examine impulse buying behavior in a complete manner. Data were collected from an online survey. Data analysis considers structural equation modeling technique with formative structure. Empirical results showed that flow experience is an important factor to affect impulse buying from its original drivers. Trust belief is also critical to impulse buying as perceived usefulness is not. Implications for managers and scholars are further discussed.     

谈自学考试网上评卷方案选择与实施

网上评卷作为一种公平、公正的评卷手段,在国内实施十余年来,得到了社会的一致认可。自学考试受其科目众多、考试周期长等特点制约了网上评卷等科技手段的实施。本文旨在从湖南省自学考试全科目实施网上评卷的案例出发,在分析实施自学考试网上评卷的必要性、可行性以及方案如何选择的基础上,详细介绍了实施自学考试网上评卷的主要流程和关键过程控制。     

中学导师制:教师自主发展的助推器

教师自主是教师专业化的必然要求。中学导师制有助于教师走向自主发展之路,它在教师自主意识的形式、自主能力的提升和个人知识的习得上起到了促进的作用。