AB+-+Chyung+&+Vachon+(2005)


 * **Reference: ** || Chyung, S. Y., & Vachon, M. (2005). An investigation of the profiles of satisfying and dissatisfying factors in e-learning. //Performance Improvement Quarterly, 18//(2), 97-113. Retrieved from http://www.blackwell-synergy.com/doi/abs/10.1111/j.1937-8327.2005.tb00335.x ||
 * **Author's: ** || Chyung, S. Y., & Vachon, M. ||
 * **Title:** || An investigation of the profiles of satisfying and dissatisfying factors in e‐learning. ||
 * **Year:** || 2005 ||
 * **Journal: ** || //Performance Improvement Quarterly // ||
 * **Retrieval Information**: || http://www.blackwell-synergy.com/doi/abs/10.1111/j.1937-8327.2005.tb00335.x ||
 * **Bibliography**: ||  ||
 * The purpose of this study was to “ conduct a theory-based investigation to reveal comprehensive profiles of satisfying and dissatisfying factors in e-learning ” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 99 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The theoretical framework chosen is based on Edward Lee Thorndike’s law of effect that said that animals will form a connection with a stimulus based on consequences – so, if a stimulus satisfies the connection is strengthened, while if a stimulus annoys the connection is weakened, and these satisfiers and annoyers are “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">individual- and context-dependen <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">t” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 99 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Another portion of the author’s theoretical framework was Frederick Herzberg’s motivation-hygiene theory which states that certain factors contribute to satisfaction (motivation factors), and other factors may contribute to dissatisfaction (hygiene factors), but these factors are not the opposite of each other. The author’s performed a content analysis study aimed at building theory and guidelines from course evaluation data of 17 e-learning courses. After data analysis of qualitative input, 19 categories were derived. These categories were then prioritized based on student emphasis on whether the category was a satisfying factor, or a dissatisfying factor. The most frequent satisfying factors were learning oriented (i.e., “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">interesting and relevant learning content, effective teaching methods, instructor’s expertise, and effective learning activitie <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">s” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 107 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">)). The most frequent dissatisfying factors were impediments to goal achievement (i.e., “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">lack of their instructor’s participation during class discussions and lack of clarity in instructional directions or expectations that caused confusion or frustration <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 108 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">)). Although this article is dated it is relevant and key to my dissertation. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Retrieval Information**: || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.blackwell-synergy.com/doi/abs/10.1111/j.1937-8327.2005.tb00335.x ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The purpose of this study was to “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">conduct a theory-based investigation to reveal comprehensive profiles of satisfying and dissatisfying factors in e-learning <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 99 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The theoretical framework chosen is based on Edward Lee Thorndike’s law of effect that said that animals will form a connection with a stimulus based on consequences – so, if a stimulus satisfies the connection is strengthened, while if a stimulus annoys the connection is weakened, and these satisfiers and annoyers are “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">individual- and context-dependen <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">t” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 99 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Another portion of the author’s theoretical framework was Frederick Herzberg’s motivation-hygiene theory which states that certain factors contribute to satisfaction (motivation factors), and other factors may contribute to dissatisfaction (hygiene factors), but these factors are not the opposite of each other. The author’s performed a content analysis study aimed at building theory and guidelines from course evaluation data of 17 e-learning courses. After data analysis of qualitative input, 19 categories were derived. These categories were then prioritized based on student emphasis on whether the category was a satisfying factor, or a dissatisfying factor. The most frequent satisfying factors were learning oriented (i.e., “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">interesting and relevant learning content, effective teaching methods, instructor’s expertise, and effective learning activitie <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">s” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 107 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">)). The most frequent dissatisfying factors were impediments to goal achievement (i.e., “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">lack of their instructor’s participation during class discussions and lack of clarity in instructional directions or expectations that caused confusion or frustration <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 108 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">)). Although this article is dated it is relevant and key to my dissertation. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||