SPOC中课堂互动对学生参与度的作用机制
|
摘要
以技术接受模型(TAM)和信息系统持续使用理论为基础,构建了课堂互动对学生参与度的作用模型。在某高校SPOC平台收集数据,利用AMOS软件分析验证理论模型和假说。结果表明:SPOC学习中课堂互动显著正向影响感知有用性和感知易用性促进学生对SPOC系统的参与度。对SPOC学习中课堂互动和学生参与度之间关系的研究,揭示了课堂互动对学生参与SPOC学习的作用机制。
Based on TAM(technology acceptance model) and the theory of continuous use of information system, a model of classroom interaction effect on students' participation is constructed. The data on SPOC(small private online course) platform of a university are collected and AMOS software is used to analyze and verify theoretical models and hypotheses. The results show that classroom interaction in SPOC learning significantly and positively affects the perceived usefulness and perceived ease of use, and promotes students' participation in SPOC system. The research on the relationship between classroom interaction and student participation in SPOC learning reveals the mechanism of classroom interaction on students' participation in SPOC learning.
Based on TAM(technology acceptance model) and the theory of continuous use of information system, a model of classroom interaction effect on students' participation is constructed. The data on SPOC(small private online course) platform of a university are collected and AMOS software is used to analyze and verify theoretical models and hypotheses. The results show that classroom interaction in SPOC learning significantly and positively affects the perceived usefulness and perceived ease of use, and promotes students' participation in SPOC system. The research on the relationship between classroom interaction and student participation in SPOC learning reveals the mechanism of classroom interaction on students' participation in SPOC learning.
引文
[1] HILL P.Emerging student patterns in MOOCs:a (revised) graphical view [DB/OL].(2015-03-10)[2017-07-13].http://mfeldstein.com/emerging-student-patterns-in-moocs-a-revised-graphical-view/
[2] GUO P J,RUBIN R,RUBIN R.How video production affects student engagement:an empirical study of MOOC videos[C]// ACM Conference on Learning @ Scale Conference.ACM,2014:41-50.
[3] BHATTACHERJEE A.An empirical analysis of the antecedents of electronic commerce service continuance [J].Decision Support Systems,2001,32(2):201-214.
[4] 杨根福.MOOC用户持续使用行为影响因素研究[J].开放教育研究,2016(1):100-111.
[5] LU B,FAN W,ZHOU M.Social presence,trust,and social commerce purchase intention:An empirical research [J].Computers in Human Behavior,2016,56:225-237.
[6] RICHARDSON J,SWAN K.Examing Social Presence in Online Courses in Relation to Students′ Perceived Learning and Satisfaction [J].Journal of Asynchronous Learning Networks,2003,7(1):68-88.
[7] LOWENTHAL P R.A Mixed Methods examination of instructor social presence in accelerated online courses [M]// Blended Learning:Concepts,Methodologies,Tools and Applications.2017.
[8] CUNNINGHAM J M.Mechanizing people and pedagogy:establishing social presence in the online classroom [J].Journal of Asynchronous Learning Network,2015,19(3):417-420.
[9] BHATTACHERJEE A,PEROLS J,SANFORD C.Information technology continuance:a theoretic extension and empirical test [J].Journal of Computer Information Systems,2008,49(1):17-26.
[10] 张哲,王以宁,陈晓慧,等.MOOC持续学习意向影响因素的实证研究:基于改进的期望确认模型[J].电化教育研究,2016(5):30-36.
[11] 陈美玲,白兴瑞,林艳.移动学习用户持续使用行为影响因素实证研究[J].中国远程教育,2014(12):41-47.
[12] ELKASEH A M,WONG K W,FUNG C C.Perceived ease of use and perceived usefulness of social media for e-learning in libyan higher education:a structural equation modeling analysis [J].International Journal of Information and Education Technology,2016,6(3):192-199.
[13] 李雅筝.在线教育平台用户持续使用意向及课程付费意愿影响因素研究[D].合肥:中国科学技术大学,2016.
[14] 张李义,张然.技术接受模型(TAM)关键变量前因分析[J].信息资源管理学报,2015(2):11-20.
[15] PELTIER J W,DRAGO W,SCHIBROWSKY J A.Virtual communities and the assessment of online marketing education[J].Journal of Marketing Education,2003,25(3):260-276.
[16] LIN W S,WANG C H.Antecedences to continued intentions of adopting e-learning system in blended learning instruction:A contingency framework based on models of information system success and task-technology fit[J].Computers & Education,2012,58(1):88-99.
[17] DIXSON M D.Measuring student engagement in the online course:The online student engagement scale (OSE)[J].Online Learning,2015,19(4):2-17.
[18] 温忠麟,侯杰泰,张雷.调节效应与中介效应的比较和应用[J].心理学报,2005,37(2):268-274.
[2] GUO P J,RUBIN R,RUBIN R.How video production affects student engagement:an empirical study of MOOC videos[C]// ACM Conference on Learning @ Scale Conference.ACM,2014:41-50.
[3] BHATTACHERJEE A.An empirical analysis of the antecedents of electronic commerce service continuance [J].Decision Support Systems,2001,32(2):201-214.
[4] 杨根福.MOOC用户持续使用行为影响因素研究[J].开放教育研究,2016(1):100-111.
[5] LU B,FAN W,ZHOU M.Social presence,trust,and social commerce purchase intention:An empirical research [J].Computers in Human Behavior,2016,56:225-237.
[6] RICHARDSON J,SWAN K.Examing Social Presence in Online Courses in Relation to Students′ Perceived Learning and Satisfaction [J].Journal of Asynchronous Learning Networks,2003,7(1):68-88.
[7] LOWENTHAL P R.A Mixed Methods examination of instructor social presence in accelerated online courses [M]// Blended Learning:Concepts,Methodologies,Tools and Applications.2017.
[8] CUNNINGHAM J M.Mechanizing people and pedagogy:establishing social presence in the online classroom [J].Journal of Asynchronous Learning Network,2015,19(3):417-420.
[9] BHATTACHERJEE A,PEROLS J,SANFORD C.Information technology continuance:a theoretic extension and empirical test [J].Journal of Computer Information Systems,2008,49(1):17-26.
[10] 张哲,王以宁,陈晓慧,等.MOOC持续学习意向影响因素的实证研究:基于改进的期望确认模型[J].电化教育研究,2016(5):30-36.
[11] 陈美玲,白兴瑞,林艳.移动学习用户持续使用行为影响因素实证研究[J].中国远程教育,2014(12):41-47.
[12] ELKASEH A M,WONG K W,FUNG C C.Perceived ease of use and perceived usefulness of social media for e-learning in libyan higher education:a structural equation modeling analysis [J].International Journal of Information and Education Technology,2016,6(3):192-199.
[13] 李雅筝.在线教育平台用户持续使用意向及课程付费意愿影响因素研究[D].合肥:中国科学技术大学,2016.
[14] 张李义,张然.技术接受模型(TAM)关键变量前因分析[J].信息资源管理学报,2015(2):11-20.
[15] PELTIER J W,DRAGO W,SCHIBROWSKY J A.Virtual communities and the assessment of online marketing education[J].Journal of Marketing Education,2003,25(3):260-276.
[16] LIN W S,WANG C H.Antecedences to continued intentions of adopting e-learning system in blended learning instruction:A contingency framework based on models of information system success and task-technology fit[J].Computers & Education,2012,58(1):88-99.
[17] DIXSON M D.Measuring student engagement in the online course:The online student engagement scale (OSE)[J].Online Learning,2015,19(4):2-17.
[18] 温忠麟,侯杰泰,张雷.调节效应与中介效应的比较和应用[J].心理学报,2005,37(2):268-274.