随着在线学习在高校的逐步拓展，其有效性越来越受到关注。除了对在线学习成绩进行评价外，学生在线学习的满意度也是一项重要的测度指标。学习满意度是一种主观体验，受个体因素的影响，不同的学生由于个体的差异往往对于他们在线学习的经历持有不同的态度和观点。该文采用问卷调查的方法，探讨表征学生个体差异的两类变量：学生的控制源倾向及其它个体特征，对他们在线学习满意度的影响。调查数据来自于美国一所大学的在线课程。通过状态描述、皮尔逊相关分析以及多元回归统计方法的分析发现，学生的控制源倾向及个性特征与他们在线学习的满意度没有统计意义的相关性，表明在大学中开展在线教学对于各类学生都有良好的适应性。%With the great development of online education in higher education, people have been paying more attention to the effectiveness of online learning. Besides learning outcomes, students’ online satisfaction is also an important indicator to its effectiveness. Students’ satisfaction is a subjective experience and is affected by different individual factors. Thus, students with different characteristics invariably hold different attitudes and opinions towards their online learning experience. This study used survey method to discuss the effects of two types of variables (students’ locus of control and other characteristics) on their online satisfaction. Responses were collected from students in an online course at an American university. Descriptive statistics, Pearson correlations and Multiple Linear Regression methods were used to detect the correlations and analyze the relationships among different variables. Results of the study did not ifnd correlations between students’ online satisfaction and their locus of control, as well as their other characteristics. This indicated that students of varied characteristics can all adjust well to their online learning experience.
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