The Study of Web-based Learning quality by the PZB model

• Main Authors: I-chen Lin, 林憶媜
• Other Authors: Te-Hsin Hsieh
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/41566472333175171708

碩士 === 高苑科技大學 === 經營管理研究所 === 95 === The purpose of the study uses the background variables (gender, age, education, department, resident area, parents’ education degree, mainly surfing place, connection way, computer using experience, surfing experience, occupation) and study style variables (Kolb learning style), by the application of PZB service quality model, to build a set of assessments regarding the index of the learning quality on web-based education for the K University and the T extension classes. By collecting related data from questionnaire and statistical analysis, the service qualities (gaps) between the expected and perceived parts due to the effects of different variables had been discussed. The analysis results were then interviewed and the improving methods were proposed by the professional faculties to understand the learning quality problems and the difficulties at the present time. There are five aspects which are “Tangibles”, “Reliability”, “Responsiveness”, “Assurance” and “Empathy”, respectively, for the assessments of the learning quality on web-based education in the study. According to the Likert-type scale, the scores of respective aspect question items had been averaged. Secondly (in the Service Quality GAP5 part), 1. In the Expected part, the students pay more attention on the “Responsiveness” aspect for the K University. As for the T extension classes, the students focus on the “Tangibles” aspect. 2.Secondly, in the Perceived part, the students is not satisfied with “Empathy” aspect for the K University. As for the T extension classes, the students is not satisfied with “Assurance” aspect. Furthermore, the results also showed that values of the perceived level parts are much lower than the expected ones and there are significant differences in service qualities. Therefore, there is plenty of room for the two individual cases to improve learning quality.