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Structural Relationship of Key Factors for Student Satisfaction and Achievement in Asynchronous Online Learning

机译：在异步在线学习中学生满意度与成就的关键因素的结构关系

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Sohee Kim; Dae-Jin Kim;
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年度 2021
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2. Academic self-concept and social presence in face-to-face and online learning: Perceptions and effects on students' learning achievement and satisfaction across environments [J] . Zehui Zhan, Hu Mei Computers & education . 2013,第nova期

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3. The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses [J] . Amanda Rockinson-Szapkiw, Jillian Wendt, Mervyn Whighting, International Review of Research in Open and Distributed Learning . 2016,第3期

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4. Relationships among self-directed learning, learning styles, learning strategies and learning achievement for students of Technology University in Taiwan by using structural equation models [C] . MEI-CHING CHEN Recent Researches in Educational Technologies . 2011

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5. The Relationship between Student Perceptions of Satisfaction of Social, Teaching, and Cognitive Presence with Asynchronous Communication Tools for Online Learning in a Region V Community College [D] . Jackson, Torie L. 2015

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6. Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos [O] . Ronny C. Choe, Zorica Scuric, Ethan Eshkol, 2019

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7. A structural equation modeling analysis of relationships among university students’ readiness for e-learning, self-regulation skills, satisfaction, and academic achievement [O] . Nuh Yavuzalp, Eralp Bahcivan 2021

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Structural Relationship of Key Factors for Student Satisfaction and Achievement in Asynchronous Online Learning

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