Antecedents and Consequences of Student Satisfaction with e-Learning: The Case of Private Universities in Egypt     

Marwa Medhat Headar  Nadia Elaref  Omneya Mokhtar Yacout 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):226-257

The current study aims to measure the importance of e-service quality, interactivity, comfort, and familiarity on student satisfaction and behavioral intentions with e-learning in private universities in Egypt. Data from a sample of private university students were collected. Using structural equation modeling, e-service quality, interactivity, comfort, and familiarity were found to be positively related to student satisfaction and behavioral intentions. The mediating role of student satisfaction was not supported, however. The research implications, limitations, and suggestions for future research are discussed.  相似文献   

“微博问政”现象的实证研究——基于新浪微博的分析     

赵国洪  陈创前 《图书情报工作》2012,56(6):51-116

选取新浪微博为研究对象,探究我国“微博问政”的现状。分别从微博基本信息、使用状况、问政互动状况三个方面对新浪微博的624个政务微博进行跟踪考察,旨在对“微博问政”进行基于数据的、全局性的描述分析,探讨“微博问政”的广度、深度和效度,指出我国当前“微博问政”存在的问题与发展方向。  相似文献   

论网络广告的核心竞争力     

聂维斌 《新闻界》2009,(1):168-169

网络是大众传播和人际传播高度整合的媒体,网络广告与电子商务的发展密切相关,其核心优势是互动的沟通模式,深度的资讯服务,灵活的媒介策略.有效地利用其优势,深入发掘网络传播的互动优势,是开创网络广告新局面的关键.  相似文献   

A head in virtual reality: Development of a dynamic head and neck model     

Ngan Nguyen  Timothy D. Wilson 《Anatomical sciences education》2009,2(6):294-301

Advances in computer and interface technologies have made it possible to create three‐dimensional (3D) computerized models of anatomical structures for visualization, manipulation, and interaction in a virtual 3D environment. In the past few decades, a multitude of digital models have been developed to facilitate complex spatial learning of the human body. However, there is limited empirical evidence to guide the development and integration of effective computer models for teaching and learning. The purpose of this article is to describe the development of a dynamic head and neck model with flexible displays (2D, 3D, and stereoscopic 3D) and interactive control features that can be later used to design and test the efficacy of computer models as a means of improving student learning. The model was created using computer tomography scans of a human cadaver. Anatomical structures captured on the scans were segmented into discreet areas, and then reconstructed in three‐dimensions using specialized software. The final model consists of 70 distinct anatomical structures that can be displayed in 2D, 3D, or stereoscopic 3D. In 3D mode, a mouse can be used to actively and continuously interact with the model by manipulating viewer orientation, altering surface transparency, superimposing 2D scans with 3D reconstructions, removing or adding structures sequentially, and customizing animated scenes to show complex anatomical pathways or relationships. Anat Sci Educ 2: 294–301, 2009. © 2009 American Association of Anatomists.  相似文献   

Antecedents of student MOOC revisit intention: Moderation effect of course difficulty     

《International Journal of Information Management》2017,37(2):84-91

In response to the research gap in the current literature regarding the low student retention of Massive Open Online Courses (MOOCs), this study uses task-technology fit theory to understand how MOOCs’ technological factors in three dimensions (i.e., course vividness, teacher subject knowledge, and interactivity) influence students’ revisiting of MOOCs. Going deeper, this study also takes course difficulty into consideration and investigates the interactive effects of course difficulty on the main factors identified above. The empirical results show that the vividness of course content, teacher subject knowledge, and MOOC interactivity can positively affect students’ intention to revisit MOOCs. However, the relationships between the three dimensional factors and student intention to revisit are affected in different ways by course difficulty. Specifically, the findings show that course difficulty negatively moderates the relationship between course content vividness and students’ intention to revisit, and positively moderates the relationship between teacher subject knowledge and students’ intention to revisit. In addition, course difficulty typically does not have a significant influence on the relationship between technology interactivity and students’ intention to revisit. Theoretical and practical implications are discussed.  相似文献   

Hyperfiction: its Possibilities in English     

Ilana Snyder 《English in Education》1997,31(2):23-33

When writers use hypertext — the technology that makes possible nonsequential, fully electronic reading and writing — to produce a fictional narrative, the result is interactive hyperfiction. This article charts what we know about electronic non-linear narrative: its origins, literary precursors and distinctive features. It also explores the potential of hyperfiction in the English classroom. Finally, it examines some of the difficulties associated with the use of hyperfiction as well as the hype that has surrounded its introduction into educational settings.  相似文献   

Effects of worked examples on step performance in solving complex problems     

Ouhao Chen  Slava Kalyuga 《教育心理学》2019,39(2):188-202

The instructional effect of worked examples has been investigated in many research studies. However, most of them evaluated the overall performance of the participants in solving post-intervention problems, rather than individual step performance in multi-step problems. The two experiments reported in this article investigated the relations between using worked examples and individual step performance in solving isomorphic problems. In Experiment 1, the effect of worked examples was found for overall performance for novice learners, whereas this effect was gradually reduced from Step 1 (the most difficult one) at which the effect was the strongest, to Step 3 (the easiest one) at which the effect was the weakest or even disappeared. In Experiment 2, relatively more knowledgeable participants learned the same sets of materials, and no effect of worked examples was found for either overall performance or individual step performance. Learner levels of expertise and levels of element interactivity were used to explain the results.  相似文献   

英语课堂师生的互动性   总被引：1，自引：0，他引：1  

魏海波 《安顺学院学报》2007,(4)

激发学生学习英语的兴趣,提高学生英语应用能力是英语课堂教学的中心任务,而英语课堂的师生互动是实现这一目标的必由之路。文章试图从英语课堂师生互动性的相关理论入手,分析课堂师生互动性和课堂师生互动的一些基本特征,探讨怎样在英语课堂上实现师生互动。  相似文献   

互动式听力训练   总被引：1，自引：0，他引：1  

黄金葵 《北京城市学院学报》2002,(4):98-101

依照现代语言学的观点 ,造成现行非英语专业听力课困难的原因不仅仅在于学习内容的本身。文章对传统听力训练模式的弊端进行了必要的分析。要提高听力训练的效率 ,应以一种整体的观点对听力教学进行重新定位 ,并倡导教学模式的互动性与创造性。其中 ,特别应让学习者意识到听力技能培养途径的多元性与培养过程的持续性。  相似文献   

网络时代迅速崛起的网络媒体   总被引：2，自引：0，他引：2  

吴杉 《焦作大学学报》2004,18(1):108-110

20世纪90年代以来,网络媒体随着因特网发展应运而生,它凭借自身实时互动的优势,改变了传统媒体新闻传播的方式和接受方式,形成了崭新的读群,从而使读在“互动”中肯定了第四媒体的发展和前途。  相似文献