MOOC创新扩散的动力机制与分析模型——基于技术接受的理论视角
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摘要
MOOC基于大规模和开放性特征,旨在为更多学习者接受优质教育提供学习通道。从多元主体角度揭示MOOC传播过程中的现实动力和阻力因素,并根据技术接受模型对MOOC创新扩散的动力机制进行理论解读和分析模型建构,不仅有助于深化对MOOC应用、推广、共享及融合问题的认识,同时也为我国MOOC建设应用及扩散共享实践提供理论参照。研究表明:由于预期成本和收益不同,不同利益主体对MOOC的感知有用性和感知易用性不同,MOOC扩散过程中既存在正向驱动力,又存在反向制约力,合力形成了MOOC的创新扩散动力,从而决定了MOOC在高等教育应用中的进程、方向与效果。为此,应充分发挥政府的调控功能,通过积极制定革新策略,创建制度环境,平衡高校内外主体间的利益矛盾,实现扩散动力的最大化。
Based on the"large-scale"and"opening"characteristics,MOOC aims to provide the learning channels for more learners to receive quality education. the realistic impetus and resistance factors in the process of MOOC communication were revealed from the perspective of multiple subjects,and the dynamic mechanism of innovation diffusion of MOOC was interpreted based on the technology acceptance model,and an analysis model was constructed,which will help deepen the understanding of the application,promotion,sharing and integration of MOOC,and provide the theoretical references for the construction,application and diffusion and sharing practice of MOOC in China. The research shows that because of the different expected costs and benefits,the perceived usefulness and flexibility of the use of MOOC vary among different stakeholders. There are both positive driving forces and reverse restricting forces in the diffusion process of MOOC,which together form the innovation diffusion power of MOOC,thus determining the process,direction and effect of the application of MOOC in the higher education. As a result,the government's regulatory function has to be given the full play,through actively formulating innovative strategies,creating an institutional environment,balancing the contradictions of interests between internal and external subjects in universities,and maximizing the diffusion power.
Based on the"large-scale"and"opening"characteristics,MOOC aims to provide the learning channels for more learners to receive quality education. the realistic impetus and resistance factors in the process of MOOC communication were revealed from the perspective of multiple subjects,and the dynamic mechanism of innovation diffusion of MOOC was interpreted based on the technology acceptance model,and an analysis model was constructed,which will help deepen the understanding of the application,promotion,sharing and integration of MOOC,and provide the theoretical references for the construction,application and diffusion and sharing practice of MOOC in China. The research shows that because of the different expected costs and benefits,the perceived usefulness and flexibility of the use of MOOC vary among different stakeholders. There are both positive driving forces and reverse restricting forces in the diffusion process of MOOC,which together form the innovation diffusion power of MOOC,thus determining the process,direction and effect of the application of MOOC in the higher education. As a result,the government's regulatory function has to be given the full play,through actively formulating innovative strategies,creating an institutional environment,balancing the contradictions of interests between internal and external subjects in universities,and maximizing the diffusion power.
引文
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[3]宋专茂.慕课何以致高校教学方法革新[J].复旦教育论坛,2014,12(4):55-58.
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[14] BELANGER Y,THORNTON J. Bioelectricity:a quantitative approach Duke University’s first MOOC[EB/OL].(2013-02-05)[2018-03-27]. http://dukespace. lib. duke. edu/dspace/handle/10161/6216.
[15]吴万伟.“慕课热”的冷思考[J].复旦教育论坛,2014,12(1):10-17.
[16] TRACEY R. Much ado about MOOCs[J]. Training&development,2014,41(4):18.
[17] PARRY M. A star MOOC professor defects-at least for now[EB/OL].(2013-09-03)[2018-03-27]. http://www. chronicle. com/article/A-MOOC-Star-Defects-at-Least/141331/.
[18] JORDAN K. Massive open online course completion rates revisited:assessment,length and attrition[J]. The international review of research in open and distributed learning,2015,16(3):341-358.
[19]赵磊,吴卓平,朱泓.美国职业MOOC运营之道:Udacity经验及启示[J].中国职业技术教育,2017(33):45-51.
[20]邱伟华.高等教育慕课市场的认证机制研究[J].开放教育研究,2015,21(3):40-45.
[21]杨浩,郑旭东,朱莎.技术扩散视角下信息技术与学校教育融合的若干思考[J].中国电化教育,2015(4):1-6.
[22] DAVIS F D,BAGOZZI R P,WARSHAW P R. User acceptance of computer technology:a comparison of two theoretical models[J]. Management science,1989,35(8):982-1003.
[23] WU B,CHEN X. Continuance intention to use MOOCs:integrating the Technology Acceptance Model(TAM)and Task Technology Fit(TTF)model[J]. Computers in human behavior,2017(67):221-232.
[24] BOE T. Adoption of technology in higher education:expanding the technology acceptance model[EB/OL].(2015-12-24)[2018-03-27]. http://ojs. bibsys. no/index. php/Nokobit/article/view File/38/36.
[25]胡国良,黄美初.成人高校翻转课堂教学满意度测量及影响因素研究——基于MOOCs的实证分析[J].远程教育杂志,2017,35(2):104-112.
[2]赵磊. MOOC创新扩散的本质特征及分析框架研究[J].中国远程教育,2018(3):45-51.
[3]宋专茂.慕课何以致高校教学方法革新[J].复旦教育论坛,2014,12(4):55-58.
[4] HOLLANDS F M,TIRTHALI D. MOOCs:expectations and reality[EB/OL].(2014-05-05)[2018-03-27].https://files. eric. ed. gov/fulltext/ED547237. pdf.
[5]张麒,刘俊杰,任友群.哈佛“慕课”深度谈——访哈佛大学副教务长包弼德教授[J].开放教育研究,2014,20(5):4-10.
[6] MOOCs FORUM. MOOCs impact at Duke University:an interview with Peter Lange,Provost[EB/OL].(2013-09-05)[2018-03-27]. http://online. liebertpub. com/doi/pdf/10. 1089/mooc. 2013. 0001.
[7] KOLOWICH S. The professors who make the MOOCs[EB/OL].(2013-03-21)[2018-03-27]. http://publicservices-alliance. org/wp-content/uploads/2013/03/The-Professors-Behind-the-MOOC-Hype-TechnologyThe-Chronicle-of-Higher-Education. pdf.
[8] HEW K F,CHEUNG W S. Students’and instructors’use of Massive Open Online Courses(MOOCs):motivations and challenges[J]. Educational research review,2014(12):45-58.
[9]孟亚玲.从“MOOC中文用户大摸底”看其对中国教育的影响[J].电化教育研究,2014,35(8):38-43.
[10]赵磊.美国MOOC多样化运营机制探析:Coursera经验及启示[J].外国教育研究,2017,44(3):27-37.
[11] BRIGGS S. Coursera students gain free access to Oxford University Press,cengage learning,and others[EB/OL].(2013-05-15)[2018-03-27]. http://www. opencolleges. edu. au/informed/news/coursera-students-gain-free-access-to-oxford-university-press-cengage-learning-and-others-4087/.
[12] LIZ G. More moolah for MOOCs:Coursera raises another$20M[EB/OL].(2013-11-22)[2018-03-27].http://allthingsd. com/20131122/more-moolah-for-moocs-coursera-raises-another-20m/.
[13] CASEY J. Taking care of business? The political economy of MOOCs and open education[EB/OL].(2013-12-16)[2018-03-27]. http://alto. arts. ac. uk/l024.
[14] BELANGER Y,THORNTON J. Bioelectricity:a quantitative approach Duke University’s first MOOC[EB/OL].(2013-02-05)[2018-03-27]. http://dukespace. lib. duke. edu/dspace/handle/10161/6216.
[15]吴万伟.“慕课热”的冷思考[J].复旦教育论坛,2014,12(1):10-17.
[16] TRACEY R. Much ado about MOOCs[J]. Training&development,2014,41(4):18.
[17] PARRY M. A star MOOC professor defects-at least for now[EB/OL].(2013-09-03)[2018-03-27]. http://www. chronicle. com/article/A-MOOC-Star-Defects-at-Least/141331/.
[18] JORDAN K. Massive open online course completion rates revisited:assessment,length and attrition[J]. The international review of research in open and distributed learning,2015,16(3):341-358.
[19]赵磊,吴卓平,朱泓.美国职业MOOC运营之道:Udacity经验及启示[J].中国职业技术教育,2017(33):45-51.
[20]邱伟华.高等教育慕课市场的认证机制研究[J].开放教育研究,2015,21(3):40-45.
[21]杨浩,郑旭东,朱莎.技术扩散视角下信息技术与学校教育融合的若干思考[J].中国电化教育,2015(4):1-6.
[22] DAVIS F D,BAGOZZI R P,WARSHAW P R. User acceptance of computer technology:a comparison of two theoretical models[J]. Management science,1989,35(8):982-1003.
[23] WU B,CHEN X. Continuance intention to use MOOCs:integrating the Technology Acceptance Model(TAM)and Task Technology Fit(TTF)model[J]. Computers in human behavior,2017(67):221-232.
[24] BOE T. Adoption of technology in higher education:expanding the technology acceptance model[EB/OL].(2015-12-24)[2018-03-27]. http://ojs. bibsys. no/index. php/Nokobit/article/view File/38/36.
[25]胡国良,黄美初.成人高校翻转课堂教学满意度测量及影响因素研究——基于MOOCs的实证分析[J].远程教育杂志,2017,35(2):104-112.