基于顾客满意度模型的研究生课程在线授课满意度分析——来自北京中医药大学的调查数据  

Analysis of satisfaction with online teaching of graduate courses based on customer satisfaction model:survey data from Beijing University of Chinese Medicine

作　　者：莫捷 李磊 赵琛 程璠 解华 姜幼明 张立平 MO Jie;LI Lei;ZHAO Chen;CHENG Fan;XIE Hua;JIANG Youming;ZHANG Liping(Graduate School,Beijing University of Chinese Medicine,Beijing 100029,China)

机构地区：[1]北京中医药大学研究生院,北京100029

出　　处：《中医教育》2025年第2期63-71,共9页Education of Chinese Medicine

基　　金：全国中医药研究生教育研究课题(No.YJS-YB-2023-20,No.YJS-YB-2023-46)。

摘　　要：目的参考顾客满意度模型编制量表调查研究生对在线授课的满意度,探讨学生满意度的形成途径,分析满意度与授课质量的关系,为研究生在线课程建设提供参考。方法采用便利抽样法于2022年12月11日—17日用一般资料调查表和学生满意度量表对北京中医药大学的2022级研究生进行问卷调查并分析数据。结果调查获得811份样本,研究生对在线授课的整体满意度得分为7.54±1.74分(最高10分)。差异性分析显示:博士研究生对于在线授课的感知质量(P<0.05)、感知价值(P<0.01)和满意度(P<0.01)均高于硕士研究生;使用笔记本电脑上课的学生期望高于使用手机上课的学生(P<0.05);学生对在线授课教学方法的期望最高(P<0.01),对在线课程教学方法、教学资源、课件质量、课堂纪律和教学软件的质量感知较高(P<0.01),对师生互动和教学效果的质量感知一般(P>0.05),对网络质量的质量感知较低(P<0.01)。结构方程模型分析结果显示:学生期望通过感知质量和感知价值的链式中介效应正向影响学生满意度,中介效应占比53.19%,预测能力较强(R^(2)=0.881,Q^(2)=0.824);学生满意度可以直接正向影响学生信任并负向影响学生抱怨,但学生抱怨并不影响学生信任。结论研究生对在线授课的整体满意度较高,但是在线授课需要更为创新的教学方法并依赖强大的网络基础设施才能充分发挥其互动和教学的效果。学生满意度是将课程质量的感知与主观期望进行比较之后得出的价值判断与心理感受,研究生在线课程的建设需要充分调研学生的主观期望并在建设过程中进行针对性的提升。Objective To develop a scale based on the customer satisfaction model to investigate the satisfaction of graduate students in online courses,explore the formation pathways of student satisfaction,analyze relationship of student satisfaction and quality of teaching,and provide reference for the construction of postgraduate online courses.Methods Convenience sampling method was used to conduct a questionnaire survey on grade-2022 graduate students of Beijing University of Chinese Medicine from December 11 to 17,2022,using a general information questionnaire and a student satisfaction scale,and data was analyzed.Results The survey obtained 811 samples.The overall satisfaction score of graduate students with online teaching is 7.54±1.74 points(the highest score is 10 points).Differential analysis showed that doctoral students had higher perceived quality(P<0.05),perceived value(P<0.01)and satisfaction(P<0.01)with online teaching compared to master's students.Students who use laptops had higher expectations than those who use mobile phones for online classes(P<0.05).Students had the highest expectations for online teaching methods(P<0.01),and had higher evaluations for online teaching methods,teaching resources,courseware quality,classroom discipline,and teaching software(P<0.01),average evaluations for teacher-student interaction and teaching effectiveness(P>0.05),and lower evaluations for network quality(P<0.01).The structural equation modeling analysis results showed that student's expectations had positive effect on students satisfaction through the chain mediation effect of perceived quality and perceived value,with the chain mediation effect accounting for 53.19%and strong predictive ability(R^(2)=0.881,Q^(2)=0.824).Students'satisfaction had direct positive effect on students'trust and negative effect on students complaints,but students'complaints cannot affect student trust.Conclusion Graduate students have a high overall satisfaction with online teaching,but online teaching requires more innovative teaching m

关 键 词：学生满意度 顾客满意度模型 在线授课 结构方程模型 

分 类 号：G643.2[文化科学—高等教育学]