基于学习者视角的远程学习服务质量概念模型*

 

黄复生1,2

 

1.复旦大学 国际关系与公共事务学院,上海 200433

2.上海电视大学党政办,上海 200086

 

【摘要】学习者理应成为教育服务质量评价的主体,但此类实证研究在我国远程教育领域并不多见。本文首先在分析国内外已有相关实证研究的基础上,提出了远程学习服务质量概念的假设模型;然后,基于对上海电大两所有代表性分校的580名远程学习者的问卷调查数据,通过SPSS的探索性因子分析、结构方程模型的验证性因子分析和高阶因子分析,不断修正和完善假设模型,获得了上海地区远程学习服务质量概念模型。研究表明,从学习者角度来看,远程学习服务质量主要由教学服务质量、管理服务质量、学习网站质量、学习支持服务质量、学习资源质量五大因子构成。本文的发现可以为远程教育质量保障研究更加关注学习服务质量研究提供基于学习者视角的基础性的理论依据,也可为办学机构重视学习服务满意感提供实践价值,同时也对政府评价远程教育、学习者选择教育服务具有重要的借鉴意义。

【关键词】远程学习服务质量;概念模型;学习者;实证研究

【中图分类号】G728

【文献标识码】A

【文章编号】1007-2179(2012)02-0099-08

【作者简介】黄复生,副教授,复旦大学国际关系与公共事务学院博士后,上海电视大学党政办主任助理(huangfs@shtvu.edu.cn)

*基金项目: 本文系上海市教育委员会科研创新项目“上海地区远程学习者感知服务质量的实证研究” (编号:10YS210)成果之一。

 

Conceptual Model on the Evaluation of the Service

 Quality of Distance Learning from the Perspective of Learners

 

HUANG Fusheng1,2

 

(1.School of International Relations and Public Affairs, Fudan University, Shanghai 200433,China;

2. President Office, Shanghai TV University, Shanghai 200086,China)

 

Abstract: Learners must be the focus when evaluating the service quality of distance learning. Even though many studies have been conducted in distance education in China, there is a lack of studies on the service quality of distance learning from learner perspective. A theoretical hypothesis and a pilot-questionnaire was generated based on extensive literature review and thorough interviews with experts.The study was then carried out with 580 participants in Pudong Branch and Xuhui Branch of Shanghai TV University.Through confirmatory factor analysis and high-order factor analysis of structural equation model (SEM), the conceptual model for evaluating service quality of distance learning was modified and perfected, and a formal questionnaire was created. With the help of LISEREL 8.8 and SPSS 11.5, the research tested relevant research hypotheses. Through empirical research, the following ideas were tested: Setting up a certain universal conceptual model for evaluating the service quality of distance learning. Service quality is a multidimensional concept and has the following five dimensionalities: reliability (quality of teaching services), responsiveness (quality of management services), assurance (quality of learning networks), empathy (quality of learning support services), and tangibility (quality of learning resources).

Key words: service quality of distance learning; conceptual model; learner; empirical study

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