基于结构方程视角的大学生慕课学习意愿研究

发布时间：2018-03-01 19:27

本文关键词： 慕课信息质量感知娱乐性慕课声誉自我效能学习意愿　出处：《大连理工大学学报(社会科学版)》2017年04期 　论文类型：期刊论文

【摘要】：慕课的蓬勃发展引发了世界范围内的慕课热,各种慕课平台相继出现,慕课学习人数呈爆炸式的增长,但学习者学习意愿不高、课程完成率低等现象也引起了学者的关注。通过对4所本科高校的实证研究,构建了大学生慕课学习意愿模型。基于技术整合模型(UTAUT)、计划行为理论(TPB)以及DM模型的若干关键要素,并结合自我效能理论,把慕课学习意愿作为因变量,绩效期望和态度作为中介变量,慕课的信息质量、感知娱乐性、慕课声誉和学习者自我效能作为自变量进行研究。研究发现,慕课的信息质量是影响学习意愿的重要因素,绩效期望和态度在其中起完全中介作用;感知娱乐性对绩效期望和态度的影响最大,从而间接地影响学习意愿;学习者自我效能正向直接影响学习意愿;慕课的声誉正向影响学习意愿,绩效期望起中介作用。
[Abstract]:The vigorous development of the Moo lesson has triggered a worldwide craze, and various platforms have emerged one after another. The number of students studying has been exploding, but the learners' willingness to learn is not high. The phenomenon of low completion rate has also attracted the attention of scholars. Based on the technology integration model (UTAUTU), the theory of planning behavior (TPBB) and the DM model, and combining with the self-efficacy theory, this paper takes the learning intention of the college students as a dependent variable. Performance expectation and attitude as intermediary variables, information quality, perceived entertainment, reputation and learner self-efficacy as independent variables. The study found that the quality of information is an important factor affecting learning intention. Performance expectations and attitudes play a complete intermediary role; perceived entertainment has the greatest impact on performance expectations and attitudes, which indirectly affects learning willingness; The reputation of the class has a positive effect on the willingness to learn and the expectation of performance plays an intermediary role.
【作者单位】：安徽建筑大学外国语学院;
【基金】：2016安徽省高校人文社会科学重点项目:“大学生慕课学习意愿影响因素研究”(SK2016A0241) 2016安徽省质量工程省级教研项目:“大学英语转型可行性路径研究”(2016jyxm0216)
【分类号】：G434;G642

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