影响学生在线课程学习行为的因素
1School of Mechanical Engineering, Guangdong Ocean University, No.1, Haida Road, Mazhang District, Zhanjiang, Guangdong 524088 China.
概括
大学生大学的学生.
科学领域:
- 教育技术的教育技术.
- 高等教育教学的教学.
- 信息系统研究 信息系统研究
背景情况:
- 在线学习是高等教育的组成部分,但影响学生参与的因素仍然不清楚.
- 了解这些因素对于优化数字学习环境至关重要.
- 现有的模型为在线学习的采用提供了部分解释.
研究的目的:
- 分析影响大学生在线课程学习行为的关键因素.
- 开发和测试一种在线学习接受的综合模型.
- 识别在线教育中行为意图和实际使用的决定因素.
主要方法:
- 整合了信息系统成功模型,技术接受模型和自我效能理论.
- 通过问卷收集了来自中国308名大学生的数据.
- 对18名参与者进行了半结构化采访.
- 用于数据分析的结构方程建模.
主要成果:
- 自我有效性对感知到的有用性和易用性产生积极影响.
- 感知到的有用性,态度,系统质量和信息质量积极影响行为意图.
- 感知到的易用性会影响人们的态度和感知到的有用性.
- 感知到的有用性直接影响人们的态度.
- 行为意图预测实际的在线课程使用情况.
结论:
- 该研究为在线学习接受的综合模型提供经验支持.
- 这些发现扩展了在线教育背景下的技术接受模型.
- 结果为设计有效的在线课程和告知机构决策提供了可操作的见解.
- 这项研究有助于教育实践的可持续发展.
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