The Influence of Expectation Gap on the Teacher-Student Conflicts: A Perspective of e-Textbooks Usage in the Elementary School

• Main Authors: Liang, Chihhao, 梁志豪
• Other Authors: Chen, Jianliang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/90966334838051426445

碩士 === 國立澎湖科技大學 === 服務業經營管理研究所 === 100 === With the advance of information technology and the rapid development of e-learning systems, the e-textbooks have become an indispensable teaching and learning tool for teacher and student respectively. In the use of e-textbooks, however, the expectation gap between the teaching and learning may lead to the conflict between teachers and students. Therefore, to explore whether the adoption of e-textbooks could meet the needs of teachers and students and make both sides have a consensus on the expectations of teaching and learning or not have become an important issue for both academics and publishers. Prior studies usually explore the determinants of teacher-student conflict from the perspectives of teacher personality and student behavior, and investigate the expectations of teaching and learning from a unilateral point of view of teacher or student. This study tried to construct a theoretical model to examine the impacts of e-textbooks satisfaction and expectation gaps on the teacher-student conflict from both sides of teachers and students based on the expectation confirmation theory. We conducted a survey study and collected 391 valid questionnaires from teachers and students in the elementary schools to validate the theoretical model. The study revealed some important results. 1. The teacher-student conflict is positively affected by the expectation gaps whereas the e-textbooks satisfaction of teachers and students shows insignificant impact. 2. The confirmation of e-textbooks and the expectations of teaching ability and learning ability have positive effects on the e-textbooks satisfaction of teachers and students respectively. 3. Expectations of teaching ability and expectations of learning ability have a negative impact on the expectation gaps. 4. The perceived performance of e-textbooks has a positive influence on the confirmation of e-textbooks from both sides of teacher and student. 5. The confirmation of e-textbooks has a positive influence on teacher’s expectation of teaching ability and student’s expectation of learning ability. The results of this study provided valuable insides for elementary school teachers, textbook publishers, and academics to explain and predict the usage behavior of e-textbooks.