高校教师教学大数据技术行为意向影响因素研究——基于清华“学堂在线”的调查
发布时间：2018-12-24 10:49
【摘要】：目前,教育大数据技术已成为教育技术领域的研究热点之一,国内外均对教育大数据的含义、应用等问题进行了探讨。而在教育大数据的构成方面,教学大数据首当其冲,国内外相关研究较多的集中于教育大数据的探讨,而对于教学大数据仍有待进一步深入全面的探讨。因此,对教学大数据作深入研究具有重要的实践意义。已有研究表明,大数据技术如何"落地",是有待解决的问题。针对目前关于教师教学大数据技术行为意向影响因素的研究还很少,还缺乏深入的理论分析和实证研究。为此,在构建高校教师教学大数据技术行为意向影响因素模型的基础上,进行了实证分析,对教师教学大数据技术行为意向的影响因素进行了研究。研究结果表明:有用性感知和情绪两个变量与教师教学大数据的行为意向正相关,社群影响和绩效感知两个变量与有用性感知正相关,促成条件与易用性感知正相关(p0.05);所构建的模型具有良好的解释力,对行为意向的解释度为73.3%;教师具有了一定的行为意向,而社群影响、易用性感知以及促成条件等方面的感知程度还很低。
[Abstract]:At present, the technology of educational big data has become one of the research hotspots in the field of educational technology. In the aspect of the composition of educational big data, the teaching big data bears the brunt, the related research at home and abroad is more concentrated on the discussion of the educational big data, but for the teaching big data, it still needs further thorough and comprehensive discussion. Therefore, it is of great practical significance to study big data in depth. Studies have shown that how big data's technology "landed" is a problem to be solved. At present, there are few researches on the influencing factors of teachers' technical behavior intention of big data, and there is also a lack of in-depth theoretical analysis and empirical research. Therefore, on the basis of constructing the model of influencing factors of technical behavior intention of big data in teaching in colleges and universities, this paper makes an empirical analysis, and studies the influencing factors of technical behavior intention in teachers' teaching big data. The results show that the two variables of usefulness perception and emotion are positively correlated with the behavioral intention of big data, while the two variables of community influence and performance perception are positively related to usefulness perception. Enabling conditions were positively correlated with ease of use perception (p0.05); The model has good explanatory power, and the explanatory degree of behavior intention is 73.3.The teacher has a certain behavior intention, but the perception of community influence, usability perception and enabling conditions is still very low.
【作者单位】： 兰州大学高等教育研究所;清华大学教育研究院;
【基金】：中国高等教育学会教育信息化分会2016年重点课题项目“我国高校学历教育对慕课学分转换的实证研究”(项目编号:2016XXZD04)的研究成果
【分类号】：G434
本文编号：2390528
[Abstract]:At present, the technology of educational big data has become one of the research hotspots in the field of educational technology. In the aspect of the composition of educational big data, the teaching big data bears the brunt, the related research at home and abroad is more concentrated on the discussion of the educational big data, but for the teaching big data, it still needs further thorough and comprehensive discussion. Therefore, it is of great practical significance to study big data in depth. Studies have shown that how big data's technology "landed" is a problem to be solved. At present, there are few researches on the influencing factors of teachers' technical behavior intention of big data, and there is also a lack of in-depth theoretical analysis and empirical research. Therefore, on the basis of constructing the model of influencing factors of technical behavior intention of big data in teaching in colleges and universities, this paper makes an empirical analysis, and studies the influencing factors of technical behavior intention in teachers' teaching big data. The results show that the two variables of usefulness perception and emotion are positively correlated with the behavioral intention of big data, while the two variables of community influence and performance perception are positively related to usefulness perception. Enabling conditions were positively correlated with ease of use perception (p0.05); The model has good explanatory power, and the explanatory degree of behavior intention is 73.3.The teacher has a certain behavior intention, but the perception of community influence, usability perception and enabling conditions is still very low.
【作者单位】： 兰州大学高等教育研究所;清华大学教育研究院;
【基金】：中国高等教育学会教育信息化分会2016年重点课题项目“我国高校学历教育对慕课学分转换的实证研究”(项目编号:2016XXZD04)的研究成果
【分类号】：G434
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