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| Thang đo mức độ hài lòng với học tập trực tuyến× | Chỉ số Sẵn sàng Công nghệ× | |
|---|---|---|
| Lĩnh vực | Hệ thống thông tin | Hệ thống thông tin |
| Họ | Process / pipeline | Process / pipeline |
| Năm ra đời≠ | 2008 | 2000 |
| Người khởi xướng≠ | Bolliger, Halupa, Chi & Kilduff | Ajay Parasuraman |
| Loại≠ | Likert-scale satisfaction measure | Likert-scale questionnaire |
| Công trình gốc≠ | Chi, T., & Kilduff, P. P. (2011). Understanding consumer perceived value of casual online games. New Media & Society, 13(6), 954-971. link ↗ | Parasuraman, A., & Colby, C. L. (2015). An updated and streamlined Technology Readiness Index. Journal of Service Research, 18(1), 59-74. DOI ↗ |
| Tên gọi khác | ELSS, Online Learning Satisfaction | TRI, Parasuraman Technology Readiness |
| Liên quan | 4 | 4 |
| Tóm tắt≠ | 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 Readiness Index (TRI) was developed by Ajay Parasuraman in 2000 to measure individual propensity to adopt and use new technologies. The TRI assesses a person's personal attitudes toward technology across four dimensions: optimism, innovativeness, discomfort, and insecurity. Updated in 2015 with a streamlined 16-item version, the TRI helps identify technology adopter segments and predict behavior across diverse technology contexts. |
| ScholarGateBộ dữ liệu ↗ |
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