我国远程教育满意度指数模型的设计与实证分析  

China's Distance Education Satisfaction Index Model Design and Empirical Analysis

作　　者：李峰[1] 沈惠璋[1] 李莉[1] 

机构地区：[1]上海交通大学安泰经济与管理学院,上海200030

出　　处：《管理评论》2009年第9期100-107,共8页Management Review

基　　金：博士点基金项目资助(20070248054)

摘　　要：远程教育使得终身教育革命的到来,是信息技术引导的教育革命的必然结果。远程教育已不再是常规教育的一种补充,而是未来教育模式的一种代表。这一信息技术在教育中的应用也引起了社会各界对网络教育满意程度关注。文章作者为了研究我国的远程教育满意度情况,结合我国远程教育的具体情况,对ACSI及TAM模型进行调整之后,提出了中国网络远程教学学员满意度指数模型(CNESI),并应用LISREL结构方程分析软件对上海310名网络教育学员样本数据进行了模型验证分析。研究结果验证了文章作者提出的网络教育满意度指数模型在我国的适用性及模型中一些潜变量之间的相互关系。最后,根据实证分析的结果提出,对于我国目前而言,为提高网络远程教育的满意度需要注重网络教育系统开发中的实用性和便利性问题,同时指出目前我国网络远程教育中的硬件办公系统的更换比较缓慢、质量较差,从而降低了远程教育系统的稳定性并在一定程度上影响了我国学员的远程教育满意度。Distance education has led to the arrival of the revolutionary life-long education, which is the achievement of information technology accessing in the field of education. Distance Education has already been the representative of future education, and caused a very extensive attention to the education sector. In order to study China＇s distance education satisfaction, the authors of the article sets up a Chinese Network Education Satisfaction Index model （CNESI）, combining the Chinese distance educates conditions with the American Consumer Satisfaction Index model and Technology Accept Model. Then the structural equation empiric analysis of 310s distance educating trainee samples in Shanghai verifies some Assumptions brought forward by the author in CNESI. At last, the article suggests that the convenience and Practicality are the critical facts, and guarding the stability of distance education system by ameliorating hardware facilities is another key for improving Chinese distance education satisfaction.

关 键 词：远程教育 结构方程 顾客满意度模型 科技接收模型 

分 类 号：G434[文化科学—教育学] N941.5[文化科学—教育技术学]