大学生MOOC学习的影响因素研究——基于UTAUT2模型
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摘要
在二代整合型技术接受与使用(UTAUT2)模型的基础上,构建大学生MOOC学习影响因素的研究模型,选取东南大学本科生为研究对象,并对收集到的293份有效样本进行分析。研究结果表明,对大学生的MOOC学习意愿产生显著正向影响的因素有:绩效期望、社会影响、促进因素和习惯;对大学生的MOOC学习行为产生显著正向影响的因素有:学习意愿、促进因素和习惯;大学生MOOC学习的经验对研究模型中主要变量间的关系起到一定调节作用。本文还对研究展开讨论,从而提供改进MOOC现状的若干建议。
The study constructs the research model of influencing factors of MOOC learning for college students on the basis of the extended unified theory of acceptance and use of technology( UTAUT2) model. The research chosen undergraduates from Southeast University as objects of the study,and then analyzed the 293 effective questionnaire samples. The results indicate that the factors that have a significant positive effect on MOOC learning intention of college students are performance expectancy,social influence,facilitating conditions and habits; the factors that have a significant positive effect on MOOC learning behavior of college students are facilitating conditions,habits and learning intention. Additionally,the experience of students' MOOC learning plays a role in mediating the relationship between the main variables in the research model. This paper also has a discussion about the research and provides several suggestions to improve the current situation of MOOC.
The study constructs the research model of influencing factors of MOOC learning for college students on the basis of the extended unified theory of acceptance and use of technology( UTAUT2) model. The research chosen undergraduates from Southeast University as objects of the study,and then analyzed the 293 effective questionnaire samples. The results indicate that the factors that have a significant positive effect on MOOC learning intention of college students are performance expectancy,social influence,facilitating conditions and habits; the factors that have a significant positive effect on MOOC learning behavior of college students are facilitating conditions,habits and learning intention. Additionally,the experience of students' MOOC learning plays a role in mediating the relationship between the main variables in the research model. This paper also has a discussion about the research and provides several suggestions to improve the current situation of MOOC.
引文
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[10]MOOC本土化的可行性和关注点——平台的大学物理课程混合式教学实践。
[11]陈小平,刘建强.大学物理慕课的设计、建设与应用实践[J].大学物理,2016,35(9):3-6.
[12]Terras M M,Ramsay J. Massive open online courses(MOOCs):Insights and challenges from a psychological perspective[J]. British Journal of Educational Technology,2015,46(3):472–487.
[13]Brinton C G,Chiang M,Jain S,et al. Learning about Social Learning in MOOCs:From Statistical Analysis to Generative Model[J]. IEEE Transactions on Learning Technologies,1939,7(4):346-359.
[14]方旭. MOOC学习行为影响因素研究[J].开放教育研究,2015,21(3):46-54.
[15]高芙蓉.信息技术接受模型研究的新进展[J].情报杂志,2010,29(6):170-176.
[16]Venkastesh V.,Morris M. G.,Davis G. B.,et a1. User Acceptance of Information Technology:Toward a Unified View[J]. Miss Quarterly,2003,27(3):425·478
[17]Venkatesh V.,Thong J.,Xu X. Consumer Acceptance and Use of Information Technology:Extending the Unified Theory of Acceptance and Use of Technology[J]. Mis Quarterly,2012,36(1):157. 178
[18]茆意宏,魏雅雯.大学生移动学习需求的实证分析[J].图书情报工作,2013,57(8):82-85+90.
[2]李亮. MOOC发展的国家政策支持研究[J].现代教育技术,2014,24(5):65-72.
[3]袁松鹤,刘选.中国大学MOOC实践现状及共有问题——来自中国大学MOOC实践报告[J].现代远程教育研究,2014(4):3-12+22.
[4]韩锡斌,葛文双,周潜,程建钢. MOOC平台与典型网络教学平台的比较研究[J].中国电化教育,2014(1):61-68.
[5]Hughes G,Dobbins C. The utilization of data analysis techniques in predicting student performance in massive open online courses(MOOCs)[J]. Research&Practice in Technology Enhanced Learning,2015,10(1):10.
[6]刘和海,李起斌.“中国式MOOC”概念探讨及平台优化策略研究——基于中文MOOC平台的调查分析[J].现代教育技术,2014,24(5):81-87.
[7]Margaryan A,Bianco M,Littlejohn A. Instructional quality of Massive Open Online Courses(MOOCs)[J].Computers&Education,2015,80:77-83.
[8]刘路,刘志民,罗英姿.欧洲MOOC教育质量评价方法及启示[J].开放教育研究,2015,21(5):57-65
[9]Yousef A M F,Chatti M A,Schroeder U,et al. A Usability Evaluation of a Blended MOOC Environment:An Experimental Case Study.[J]. International Review of Research in Open&Distributed Learning,2015,16(2):69-93.
[10]MOOC本土化的可行性和关注点——平台的大学物理课程混合式教学实践。
[11]陈小平,刘建强.大学物理慕课的设计、建设与应用实践[J].大学物理,2016,35(9):3-6.
[12]Terras M M,Ramsay J. Massive open online courses(MOOCs):Insights and challenges from a psychological perspective[J]. British Journal of Educational Technology,2015,46(3):472–487.
[13]Brinton C G,Chiang M,Jain S,et al. Learning about Social Learning in MOOCs:From Statistical Analysis to Generative Model[J]. IEEE Transactions on Learning Technologies,1939,7(4):346-359.
[14]方旭. MOOC学习行为影响因素研究[J].开放教育研究,2015,21(3):46-54.
[15]高芙蓉.信息技术接受模型研究的新进展[J].情报杂志,2010,29(6):170-176.
[16]Venkastesh V.,Morris M. G.,Davis G. B.,et a1. User Acceptance of Information Technology:Toward a Unified View[J]. Miss Quarterly,2003,27(3):425·478
[17]Venkatesh V.,Thong J.,Xu X. Consumer Acceptance and Use of Information Technology:Extending the Unified Theory of Acceptance and Use of Technology[J]. Mis Quarterly,2012,36(1):157. 178
[18]茆意宏,魏雅雯.大学生移动学习需求的实证分析[J].图书情报工作,2013,57(8):82-85+90.