开放教育网络课程学习满意度影响因素

The Analysis of Influencing Factors on Learning Satisfaction in Open Education Network Courses

学习满意度是学习者对学习目标在学习过程中得以实现的满意程度，它是一种主观评价，受多种因素影响。开放教育与传统教育存在差异，特别强调以“学习者为中心冶建设网络课程，学习满意度分析是研究如何提高网络课程质量和学习效果的有效切入点。关于学习满意度的研究存在以下问题:有的文献混淆了课程满意度评价和综合课程评价的关系，评价主体不是单一的学习者;大多数研究中评价指标的认定具有主观性，缺乏客观验证，从而形成的结论缺乏科学性。本研究通过问卷调查，建立分析框架和研究假说，对实践进行反思，将学习者的满意程度作为衡量网络课程建设质量的重要评价内容，并从3个层次、5个维度和13个影响因素建立回归模型进行实证分析。模型结果表明界面设计友好、课程内容明确与重点突出、拓展资料充足以及良好的教学交互效果是学习满意度的主要影响因素。

Learning satisfaction is the satisfaction of learners that can be realized in the learning process， and is a subjective value affected by various factors. Open education differs from traditional education， which specifically emphasizes the “ learner-centered” perspective for curriculum development. With the aid of online courses platform， it can effectively link students， teachers and resources closely together to form a learning support system， and achieve organic interaction among teachers， students， resources and platforms. Investigating learning satisfaction in open education network courses is an effective approach to improving online teaching and learning.Learners achieve certain learning satisfaction during the learning process. The key point lies in two aspects ： first， whether the learning meets learner needs and expectations ； second， whether learners feel pleased in the process of learning. Researchers investigated the influence factors for learning satisfaction， such as teaching methods， school environment and equipment， teaching management and planning， teacher quality， student relationships ， academic value in the job market， the quality of teachers and teacher -student relationship ， the cost of education， etc. Many scholars have proposed online education learning satisfaction models， such as the hierarchical model， distance learning network learner satisfaction index model， online courses evaluation matter -element models ， etc. However， problems exist with these studies ： first， some studies confuse the relationship between learning satisfaction evaluation and comprehensive course evaluation ； second， most of the research evaluation is subjective， and， as a result， the conclusions were lack of scientificity.This study uses a hierarchy analytic satisfaction framework to reflect the online courses' practice. This framework treats the degree of learning satisfaction as an important evaluation index to measure the quality of courses， and the framework has a regression model with 3 levels， 5 dimensions and 13 factors for data analysis.Empirical analysis shows that the interface of the online courses， enriched teaching resources， course structure and key components， and interactive teaching have great impact on learning satisfaction. Conclusions and recommendations are drawn on this research ： Online courses learning satisfaction is a subjective psychological feeling， and open education educators should pay attention to the impact of individual factors ； Course development should focus on the “learner-centered” approach， and strengthen formative evaluation to optimize online courses ； Developers should create effective online courses resources and supportive study guides； Instructors should pay attention to the interaction during the teaching process； Online courses should have a user-friendly interface and standards to increase learning satisfaction.