Summary: Based on prior researches on factors affecting customer satisfaction in on-line courses, this research deals with the development of accurate models for monitoring customer satisfaction, given the well documented effects of perceived satisfaction on students’ achievement (Richardson & Swan, 2003) and dropout rates (Levy, 2007). The present paper describes the Quality Assessment in Virtual Classroom (QUAS-VC), a measurement tool aimed at assessing students’ satisfaction in attending “virtual classrooms”. Data were obtained from students (N=237) attending at least one virtual classroom during the 2006-2008 academic years of a Distance Degree Course (Polo Tecnologico Nettuno- Bicocca, Università Milano-Bicocca). Results from exploratory and confirmatory factor analyses reveal a model of students’ satisfaction based on three dimensions, namely: e-tutor behaviour, key themes and contents of virtual classroom, and organization of the virtual class. Analysis of beta coefficients obtained from multiple regression shows that key themes and contents (β= .407, p < .000) and e-tutor behavioural domain (β= 0.37, p < .000) are statistically significant predictors of the overall measure of satisfaction.

Castelli, S., Pepe, A., Addimando, L. (2010). Monitorare la soddisfazione nella didattica on-line: il Quality Assessement In Virtual Classroom (QUAS-VC). ISDM, 39.

Monitorare la soddisfazione nella didattica on-line: il Quality Assessement In Virtual Classroom (QUAS-VC)

CASTELLI, STEFANO;PEPE, ALESSANDRO;ADDIMANDO, LOREDANA
2010

Abstract

Summary: Based on prior researches on factors affecting customer satisfaction in on-line courses, this research deals with the development of accurate models for monitoring customer satisfaction, given the well documented effects of perceived satisfaction on students’ achievement (Richardson & Swan, 2003) and dropout rates (Levy, 2007). The present paper describes the Quality Assessment in Virtual Classroom (QUAS-VC), a measurement tool aimed at assessing students’ satisfaction in attending “virtual classrooms”. Data were obtained from students (N=237) attending at least one virtual classroom during the 2006-2008 academic years of a Distance Degree Course (Polo Tecnologico Nettuno- Bicocca, Università Milano-Bicocca). Results from exploratory and confirmatory factor analyses reveal a model of students’ satisfaction based on three dimensions, namely: e-tutor behaviour, key themes and contents of virtual classroom, and organization of the virtual class. Analysis of beta coefficients obtained from multiple regression shows that key themes and contents (β= .407, p < .000) and e-tutor behavioural domain (β= 0.37, p < .000) are statistically significant predictors of the overall measure of satisfaction.
Articolo in rivista - Articolo scientifico
learning, virtual classroom, students’ satisfaction, confirmatory factor analysis
Italian
Castelli, S., Pepe, A., Addimando, L. (2010). Monitorare la soddisfazione nella didattica on-line: il Quality Assessement In Virtual Classroom (QUAS-VC). ISDM, 39.
Castelli, S; Pepe, A; Addimando, L
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/28916
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