What's The Relationship between Learning Satisfaction and Continuing Learning Intention?

Wu, Yu-Chuan; Hsieh, Lung-Far; Lu, Jung-Jei

doi:10.1016/j.sbspro.2015.04.148

Cited by 54 publications

(35 citation statements)

References 17 publications

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“…These factors could be present in the TCCHU too. Apparently in our population, the course content is not affected over time contrary to another study where it is a crucial point for continuing learning intention (WU; HSIEH; LU, 2015). Probably other aspects in the program are related to the decrease in attendance.…”

Section: Satisfaction Indicators Over Timecontrasting

confidence: 79%

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Quality indicators applied in a nursing continuing education program of a high complexity university hospital from Brazil: II - satisfaction indicators

Pereira¹,

Mendes‐Rodrigues²,

Neto³

et al. 2018

Biosci. J.

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ABSTRACT:Although satisfaction is a key point in the evaluation of continuing education, few studies have conducted its assessment, particularly in relation to long-term programmes. The objective of this study was to evaluate the evolution of satisfaction indicators applied to a continuing education program in a university hospital of high complexity. For this, a satisfaction form was filled out after each of the 11 Cycles of Training, and the findings were related to the rates of attendance. It was observed that the nursing professionals gave a positive evaluation of the cycles when each course was evaluated individually, with a tendency to change over time. However, dissatisfaction was observed in relation to the organization criteria for the event, which tended to get worse over time. In addition, different nursing professional categories apparently presented different satisfaction levels, although this association cannot be proven. The results proved that the evaluation of satisfaction with the course or program over time can offer quality indicators for the better management of continuing education programs, and future works should take into account the profile of professionals involved with the program.

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Section: Satisfaction Indicators Over Timecontrasting

confidence: 79%

“…Assessment of satisfaction in continuing education programs may be a key point for success, since a significant relationship was found between learning satisfaction and continuing learning intention (WU; HSIEH; LU, 2015;BAGAYOKO et. al., 2013).…”

Section: Introductionmentioning

confidence: 99%

Quality indicators applied in a nursing continuing education program of a high complexity university hospital from Brazil: II - satisfaction indicators

Pereira¹,

Mendes‐Rodrigues²,

Neto³

et al. 2018

Biosci. J.

View full text Add to dashboard Cite

show abstract

“…There are few articles researching learning satisfaction and learning intention within the corporate space (Wu, Hsieh, & Lu, 2015). The purpose of this paper is to investigate the intention to use e-learning in corporate organisations as well as the satisfaction thereof.…”

Section: Figure 1 E-learning Success Modelmentioning

confidence: 99%

Intention to Use and Satisfaction of e-Learning for Training in the Corporate Context

Esterhuyse

Scholtz

Venter

2016

IJIKM

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Together, the fields of education and information technology have identified the need for an online solution to training. The introduction of e-learning has optimised the learning process, allowing organisations to realise the many advantages that e-learning offers. The importance of user involvement in the success of e-learning makes it imperative that the forces driving intention to use e-learning and satisfaction thereof be determined. The purpose of this paper is to investigate the relationships between the metrics influencing intention to use and the satisfaction of using e-learning in companies.The results of a survey distributed amongst a South African software development company's customer base revealed that the 94 respondents have positive enjoyment and self-efficacy levels, and low computer anxiety levels. Correlation analysis revealed significant relationships between enjoyment and self-efficacy and between enjoyment and satisfaction. Companies should therefore ensure that users enjoy using e-learning as it can directly influence satisfaction and self-efficacy.

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“…In marketing perspective, each curriculum is as one product, and students are the main customers of school that their individual needs have to be fulfilled. To attract more students to participate in capstone courses, the teaching services provided by high schools should consider how to enhance and improve their service quality and students' learning satisfaction (Wu, Hsieh, & Lu, 2015). Learning satisfaction can be viewed as comparative outcomes between expectancy and perceived service with pleasure or displeasure (Oliver, 1999).…”

Section: Learning Satisfaction Theorymentioning

confidence: 99%

Untitled

2017

UCER-A

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In capstone curriculums at the senior high school stage of technical high schools, capstone projects are required for students to produce the final product in the end of class. This study was designed to explore the effect of applying an inquiry-based learning (IBL) teaching strategy into capstone projects (CP-IBL) to promote students' inquiry ability and creative thinking. Students in two classes of a three-year major in electrical engineering participated.One class was assigned to an experimental group that was facilitated by a CP-IBL strategy emphasizing inquiry ability and creative thinking, while in the control group was taught with a traditional lecturing approach. There were seven stages used, including engagement, question, design, discussion, production, evaluation, and revision as the main framework for the experimental group, which was implemented in CP-IBL. Using a quasi-experimental research approach, ANCOVA analyses of abilities measures pre-and post-teaching showed inquiry ability and creative thinking of the experimental groups was significantly better than that of the control group.Keywords: inquiry-based learning (IBL), capstone project, quasi-experiment design, creative thinking ability, inquiry ability, IBL embedded in capstone project (CP-IBL) Several quantitative studies support the effectiveness of IBL as an instructional approach. Furtak, Seidel, Iverson, and Briggs (2012), for example, incorporated studies by using a broad range of terms to describe IBL (e.g., mastery learning and constructivist teaching); they reported an overall mean effect size of 0.50 in favor of the inquiry approach over traditional instruction. A meta-analysis by Alfieri, Brooks, Aldrich, and Tenenbaum

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What's The Relationship between Learning Satisfaction and Continuing Learning Intention?

Cited by 54 publications

References 17 publications

Quality indicators applied in a nursing continuing education program of a high complexity university hospital from Brazil: II - satisfaction indicators

Quality indicators applied in a nursing continuing education program of a high complexity university hospital from Brazil: II - satisfaction indicators

Intention to Use and Satisfaction of e-Learning for Training in the Corporate Context

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