CAJ | 학술논문

学习满意度是学习者对学习目标在学习过程中得以实现的满意程度，它是一种主观评价，受多种因素影响。开放教育与传统教育存在差异，特别强调以“学习者为中心”建设网络课程，学习满意度分析是研究如何提高网络课程质量和学习效果的有效切入点。关于学习满意度的研究存在以下问题：有的文献混淆了课程满意度评价和综合课程评价的关系，评价主体不是单一的学习者；大多数研究中评价指标的认定具有主观性，缺乏客观验证，从而形成的结论缺乏科学性。本研究通过问卷调查，建立分析框架和研究假说，对实践进行反思，将学习者的满意程度作为衡量网络课程建设质量的重要评价内容，并从3个层次、5个维度和13个影响因素建立回归模型进行实证分析。模型结果表明界面设计友好、课程内容明确与重点突出、拓展资料充足以及良好的教学交互效果是学习满意度的主要影响因素。
학습만의도시학습자대학습목표재학습과정중득이실현적만의정도，타시일충주관평개，수다충인소영향。개방교육여전통교육존재차이，특별강조이“학습자위중심”건설망락과정，학습만의도분석시연구여하제고망락과정질량화학습효과적유효절입점。관우학습만의도적연구존재이하문제：유적문헌혼효료과정만의도평개화종합과정평개적관계，평개주체불시단일적학습자；대다수연구중평개지표적인정구유주관성，결핍객관험증，종이형성적결론결핍과학성。본연구통과문권조사，건립분석광가화연구가설，대실천진행반사，장학습자적만의정도작위형량망락과정건설질량적중요평개내용，병종3개층차、5개유도화13개영향인소건립회귀모형진행실증분석。모형결과표명계면설계우호、과정내용명학여중점돌출、탁전자료충족이급량호적교학교호효과시학습만의도적주요영향인소。
Learning satisfaction is the satisfaction of learners that can be realized in the learning process, and is a subjective value affected by various factors. Open education differs from traditional education, which specifically em-phasizes the ″learner-centered″ perspective for curriculum development. With the aid of online courses platform, it can effectively link students, teachers and resources closely together to form a learning support system, and achieve organic interaction among teachers, students, resources and platforms. Investigating learning satisfaction in open education network courses is an effective approach to improving online teaching and learning. Learners achieve certain learning satisfaction during the learning process. The key point lies in two aspects：first, whether the learning meets learner needs and expectations; second, whether learners feel pleased in the process of learning. Researchers investigated the influence factors for learning satisfaction, such as teaching methods, school en-vironment and equipment, teaching management and planning, teacher quality, student relationships, academic val-ue in the job market, the quality of teachers and teacher-student relationship, the cost of education, etc. Many schol-ars have proposed online education learning satisfaction models, such as the hierarchical model, distance learning net-work learner satisfaction index model, online courses evaluation matter-element models, etc. However, problems exist with these studies：first, some studies confuse the relationship between learning satisfaction evaluation and comprehen-sive course evaluation;second, most of the research evaluation is subjective, and, as a result, the conclusions were lack of scientificity. This study uses a hierarchy analytic satisfaction framework to reflect the online courses′ practice. This framework treats the degree of learning satisfaction as an important evaluation index to measure the quality of courses, and the framework has a regression model with 3 levels, 5 dimensions and 13 factors for data analysis. Empirical analysis shows that the interface of the online courses, enriched teaching resources, course structure and key components, and interactive teaching have great impact on learning satisfaction. Conclusions and recommen-dations are drawn on this research：Online courses learning satisfaction is a subjective psychological feeling, and open education educators should pay attention to the impact of individual factors;Course development should focus on the ＂learner-centered＂ approach, and strengthen formative evaluation to optimize online courses; Developers should create effective online courses resources and supportive study guides;Instructors should pay attention to the interaction during the teaching process;Online courses should have a user-friendly interface and standards to increase learning satisfac-tion.