方法对比
并排查看您选择的方法；存在差异的行会高亮显示。
| 在线学习满意度量表× | 技术准备度指数× | |
|---|---|---|
| 领域 | 信息系统 | 信息系统 |
| 方法族 | Process / pipeline | Process / pipeline |
| 起源年份≠ | 2008 | 2000 |
| 提出者≠ | Bolliger, Halupa, Chi & Kilduff | Ajay Parasuraman |
| 类型≠ | Likert-scale satisfaction measure | Likert-scale questionnaire |
| 开创性文献≠ | 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 ↗ |
| 别名 | ELSS, Online Learning Satisfaction | TRI, Parasuraman Technology Readiness |
| 相关 | 4 | 4 |
| 摘要≠ | 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. |
| ScholarGate数据集 ↗ |
|
|