Comparer des méthodes
Examinez les méthodes sélectionnées côte à côte ; les lignes qui diffèrent sont mises en évidence.
| Échelle de satisfaction de l'apprentissage en ligne× | Questionnaire du Modèle d'Acceptation Technologique× | |
|---|---|---|
| Domaine | Systèmes d'information | Systèmes d'information |
| Famille | Process / pipeline | Process / pipeline |
| Année d'origine≠ | 2008 | 1989 |
| Auteur d'origine≠ | Bolliger, Halupa, Chi & Kilduff | Fred Davis |
| Type≠ | Likert-scale satisfaction measure | Likert-scale questionnaire |
| Source fondatrice≠ | Chi, T., & Kilduff, P. P. (2011). Understanding consumer perceived value of casual online games. New Media & Society, 13(6), 954-971. link ↗ | Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. DOI ↗ |
| Alias | ELSS, Online Learning Satisfaction | TAM, Davis TAM |
| Apparentées | 4 | 4 |
| Résumé≠ | The E-Learning Satisfaction Scale measures learner satisfaction with online educational experiences across multiple dimensions including platform quality, instructor effectiveness, course content, peer interaction, and technical support. Developed through research by Bolliger, Halupa, Chi, and others studying online higher education, the scale helps institutions assess course quality, predict learner retention, and identify improvement opportunities in digital education delivery. | The Technology Acceptance Model (TAM) is a foundational framework introduced by Fred Davis in 1989 to explain user adoption of information technology. Published in MIS Quarterly, TAM posits that perceived usefulness and perceived ease of use are the primary determinants of technology acceptance, regardless of an individual's prior computer experience or technical background. |
| ScholarGateJeu de données ↗ |
|
|