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A Study of Technical College Students’ Learning Satisfaction in e-Learning－China Institute of Technology as an Example
In the era of information technology, e-Learning has been a new trend. It is another important technical application in the use of high speed information network after academic networking implementation. In the meantime, it is also widely emphasized and used by educational institutions globally. This study by means of "cased school " selects elective e-Learning students to file the survey. It is an purposive sampling with released 1368 samples, 1108 return and effective 876 samples rated 64%. In statistics, frequency distribution, percentage, mean, standard deviation, independent sample t-test, one-way ANOVA analysis and Scheffe’ method for post comparison were used to make analysis and test. This study on the basis of research subjects inducts the following four conclusions: 1. Students widely accepted the usage of e-Learning. Most students (occupying 89.8%) are willing to go on elective e-Learning courses later on. However, there should be a responsible department with trained technicians in charge of e-Learning affairs. A perfect e-Learning system and recording facilities are critical.. 2. In the degree of overall satisfaction, students tend to be satisfied by e-Learning. Among five infrastructures , the design of curriculum has the highest degree of satisfaction, sequentially the arrangement of classes, teaching methodology, administrative supports, learning environment and facilities. 3. E-Learning satisfaction makes no difference between male and female students. On-job learning students and evening students seem to have greater satisfaction than those regular students; this two years program has the highest, secondly, the two-years and four-years university; and the sequence of different majors on e-Learning satisfaction are engineering, bio-tech, business management and aviation. 4. E-Learning satisfaction makes no difference between elective courses; electives in general education has the greatest, secondly the liberal art courses and required courses, the classified motives in e-Learning satisfaction are the interest of curriculum content, the curiosity of teaching models and the absence to the classroom setting; others such as the accumulated points of logging on and weekly learning hours make no difference on e-Learning satisfaction and overall e-Learning satisfaction.
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