Research on the Innovation Path of Classroom Evaluation Methods Under the Background of Informatization

Taking the Application of ACSI Model as an Example

DOI

10.2991/978-94-6463-024-4_114How to use a DOI?

Keywords

perceived quality; perceived value; learning satisfaction; personalized needs

Abstract

With the continuous popularization of the Internet and information technology, profound changes have taken place in higher education, and more and more new technologies and methods are used in classroom evaluation. Drawing on the ACSI model, this paper uses the social work classroom in the author’s school as a pilot, and uses AMOS22.0 to fit and analyze the outcome equation model, and finally proposes a model of the factors influencing learner satisfaction. The results show that students’ personalized needs positively influence learners’ perceived quality, perceived value and final learning satisfaction of the flipped classroom; students’ perceived quality of the flipped classroom does not directly influence students’ satisfaction, but indirectly influences students’ satisfaction through the perceived value of the flipped classroom as a mediating variable.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

TY  - CONF
AU  - Jian Liu
PY  - 2022
DA  - 2022/12/12
TI  - Research on the Innovation Path of Classroom Evaluation Methods Under the Background of Informatization
BT  - Proceedings of the 2022 2nd International Conference on Education, Information Management and Service Science (EIMSS 2022)
PB  - Atlantis Press
SP  - 1104
EP  - 1114
SN  - 2589-4900
UR  - https://doi.org/10.2991/978-94-6463-024-4_114
DO  - 10.2991/978-94-6463-024-4_114
ID  - Liu2022
ER  -