基于用户满意度的高校微课评价指标研究

发布时间：2018-01-14 02:22

本文关键词：基于用户满意度的高校微课评价指标研究　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：近年来,随着网络通讯技术、云计算和移动智能终端的发展与普及,引发了学习方式的变革。当代大学生对于当前的高校课程、教学、考试模式创新发展的内在需求,使微课应运而生,成为教育信息化深化发展的一个热点。为了适应信息时代人才培养的需求,各级各类学校以及相关部门纷纷开发微课,探索新的教学模式。微课作为信息时代的课程细胞,人们在使用之前总是抱有期望,微课能否满足用户的需求,达到用户的期望,使用户满意。因此,对于高校微课的评价应该从用户角度出发,不仅要评价微课的质量和价值,更要评价微课是否满足用户的需求。鉴于我国高校微课评价的研究刚刚起步,当下急需构建一个科学、实用、全面的微课评价体系,以此来指导高校微课可持续的常态发展。本研究主要采用文献研究法、访谈法、德尔菲法和问卷调查法等研究方法。首先,初步拟定了基于用户满意度的高校微课评价指标体系。通过分析高校微课的特点,找出高校微课的评价要素,以用户满意度理论为依据,以满足高校用户的需求为目标,在前人的基础上初步拟定了高校微课评价指标体系。其次,修改和完善评价指标体系。通过网络问卷调查,搜集了多位微课评价专家的意见,用来调查评价指标体系的框架和各级指标的合理性;又通过问卷调查了用户的意见,用来完善评价指标体系。再次,分析指标体系的权重,确定该评价指标体系。利用层次分析法软件Yaahp得出本评价指标体系的的权重,确立了基于用户满意度的高校微课评价指标体系。最后,将该评价指标体系用于实证研究。通过运用该评价指标体系对高校微课进行评价,验证本评价指标体系的可操作性、合理性、和科学性。研究发现,基于用户满意度的高校微课评价指标体系由三个一级指标构成,分别是用户预期、质量感知和价值感知。其中,用户预期包含三个二级指标,分别是内容预期、结构预期和学习预期;感知质量包含三个二级指标,分别是内容感知、功能感知和服务感知;感知价值包含两个二级指标,分别是易于学习和使用高效。研究进一步将八个二级指标分解为二十一个三级指标,并对整个评价指标体系的使用、评分进行了详细描述。实证研究的结论是,基于用户满意度的高校微课评价指标体系,可以对高校微课作品从用户满意的视角进行评价和测量,具有一定的科学性和适用性。本研究的创新之处在于,以用户的角度构建了满足用户需求的高校微课评价指标,从而弥补了先前的研究中忽视用户需求的问题,能够为以后的微课评价研究提供一种新的研究视角和评价维度。
[Abstract]:In recent years, with the development and popularization of network communication technology, cloud computing and mobile intelligent terminals, the learning style has been changed. The inherent demand of the innovation and development of the examination mode makes the micro-course emerge as the times require and become a hot spot in the deepening development of the educational informatization in order to meet the needs of talent training in the information age. All kinds of schools and related departments have developed microcourses to explore a new teaching model. As a curriculum cell in the information age, people always have expectations before the use of micro-lessons, whether micro-classes can meet the needs of users. Therefore, the evaluation of microcourses in colleges and universities should start from the perspective of users, not only to evaluate the quality and value of microcourses. In view of the fact that the research of microcourse evaluation in colleges and universities in our country has just started, it is urgent to construct a scientific, practical and comprehensive micro-course evaluation system. In order to guide the sustainable and normal development of microcourses in colleges and universities, this study mainly adopts the methods of literature research, interview, Delphi method and questionnaire survey. First of all. The evaluation index system of university micro-course based on user satisfaction is preliminarily drawn up. By analyzing the characteristics of micro-course in colleges and universities, the evaluation elements of micro-course are found out, which is based on the theory of user satisfaction. In order to meet the needs of university users, on the basis of previous studies, the evaluation index system of micro-courses in colleges and universities is preliminarily drawn up. Secondly, the evaluation index system is revised and perfected, and the network questionnaire survey is carried out. Collect the opinions of many micro-course evaluation experts to investigate the framework of the evaluation index system and the rationality of the indicators at all levels; Through the questionnaire survey of the user's opinion, used to improve the evaluation index system. Thirdly, the weight of the index system is analyzed. Determine the evaluation index system. Using the analytic hierarchy process software Yaahp to get the weight of the evaluation index system and establish the evaluation index system based on user satisfaction. Finally. The evaluation index system is used in the empirical research. By using the evaluation index system to evaluate the micro-courses in colleges and universities, the feasibility, rationality and scientific nature of the evaluation index system are verified. The evaluation index system of university micro-course based on user satisfaction is composed of three first-level indicators, namely, user expectation, quality perception and value perception, among which, user expectation includes three second-level indicators, one is content expectation. Structure expectation and learning expectation; Perceived quality includes three secondary indicators, namely, content perception, functional perception and service perception. Perceptual value includes two secondary indicators, which are easy to learn and efficient to use. The study further decomposes the eight second-level indicators into twenty-one third-level indicators, and uses the whole evaluation index system. The conclusion of the empirical study is that the evaluation index system based on user satisfaction can be used to evaluate and measure university micro-course works from the perspective of user satisfaction. The innovation of this study is to construct the university micro-course evaluation index to meet the needs of users in order to make up for the neglect of user needs in previous studies. It can provide a new research perspective and evaluation dimension for the future micro-course evaluation research.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G642

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