Title

Student Satisfaction With Online Learning In The Presence Of Ambivalence: Looking For The Will-O'-The-Wisp

Keywords

Idealized cognitive model; Online learning; Prototype; Psychological contract; Student ambivalence; Student satisfaction

Abstract

The authors contend that ambivalence students feel toward online courses modifies the dimensionality by which they evaluate their learning experiences. The data from this study show that as student ambivalence increases, so do the number of elements they use to evaluate their courses. As the student view of a course becomes more complex those elements by which they make judgments become much more independent of each other. The authors hypothesize that models students develop to evaluate course quality is a function of agency, psychological contracts, ambivalence, prototype theory, intuition, idealized cognitive models and satisfaction. © 2012 Published by Elsevier B.V.

Publication Date

1-1-2013

Publication Title

Internet and Higher Education

Volume

17

Issue

1

Number of Pages

1-8

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1016/j.iheduc.2012.08.001

Socpus ID

84869211901 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84869211901

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