Connecting the Dots: Web-Based Assessment Platforms and Students' Satisfaction

Autor/inn/en	Merhi, Mohammad I.; Meisami, Alex
Titel	Connecting the Dots: Web-Based Assessment Platforms and Students' Satisfaction
Quelle	In: Journal of Education for Business, 98 (2023) 3, S.126-138 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Merhi, Mohammad I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2022.2065229
Schlagwörter	Computer Assisted Testing; Student Satisfaction; Personal Autonomy; Competence; Business Administration Education; College Students; Feedback (Response); Educational Quality; Self Determination; Usability + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Kompetenz; Collegestudent; Quality of education; Bildungsqualität; Selbstbestimmung
Abstract	This study is one of the first research attempts to examine students' satisfaction with web-based assessment platforms. Using the self-determination theory, the research model examines the intermediate role of autonomy and competency. We gathered our data from a survey of 324 business students at one of the Midwestern American institutions who used McGraw-Hill Connect. PLS-SEM analytical procedures were used for testing and validating the hypotheses. The data show that competency, autonomy, quality, and feedback have a significant impact on students' satisfaction. Functionality, quality, and feedback are the antecedents to autonomy and competence. The relationship between functionality and satisfaction is fully mediated by competency. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01