网络学习空间中的学生知识共享影响因素研究

发布时间：2019-05-17 15:52

【摘要】：信息时代,传统形式的教与学已满足不了当下时代的要求。学习方式应发生变革,这种变革势必需要技术的支撑,网络学习空间应运而生。网络学习空间的兴起能够更好的满足师生的教与学,为学习形式的变革提供保障。网络学习空间的开通率逐年提高,已经成为学生学习、交流、共享的主要载体。网络学习空间中发生的知识共享会促进空间资源的再生性积累。为了更好的保障网络学习空间中知识共享行为的发生,本文对网络学习空间中的知识共享影响因素展开了研究。社会认知理论和计划行为理论的相结合,为网络学习空间中的学生知识共享影响因素的研究提供了新的研究视角。本文基于这两个理论,分析了在网络学习空间中影响学生知识共享的因素,并且构建了理论模型。本文主要对以下六个部分展开研究,具体研究内容如下:第1部分:绪论。首先,阐述了研究的相关背景,说明研究网络学习空间中的学生知识共享影响因素的意义。最后,形成本研究的研究框架。第2部分:文献综述。主要对网络学习空间和知识共享影响因素进行文献综述。第3部分:理论模型构建。在明确研究现状和本文研究基础的情况下,从自我效能感、结果预期、社会影响、信任、行为意向及调节变量这几个维度,构建了网络学习空间中的学生知识共享影响因素理论模型。第4部分:量表构建。根据理论模型,形成本文的研究量表,并对数据进行收集、汇总。第5部分:数据分析与模型检验。首先,利用社会科学统计软件(SPSS)对数据进行信度和效度分析、回归分析等分析。在对数据分析的基础之上,使用结构方程模型检验理论模型。最后修正理论模型。第6部分:研究结论与展望。首先对本文的研究结论进行总结,根据研究结论对网络学习空间的建设提出若干条建议。最后,回顾本研究的不足,展望未来的研究方向。本文研究结论:影响因素与知识共享行为的关系:自我效能感、结果预期、信任对网络学习空间的学生知识共享行为有正向的影响。社会影响对知识共享行为也有正向影响,但影响系数较低。影响因素之间的关系:自我效能感、信任这两者与结果预期存在正相关关系,而信任与自我效能感之间也存在正相关关系。可以反应出自我效能感越强的学生,对知识共享行为带来的好的结果预期也高。网络学习空间的互动增进了学生的了解,学生愿意在彼此信任的情况下,将知识共享给自己信任的人。对网络学习空间的建设启示:设立“共享精华区”模块,将共享的优秀内容置顶,并推送到学生个人学习空间中,将这些共享内容的范围进行扩大。简化功能模块的操作,如发布网络学习空间使用手册让学生不会因为对网络学习空间的使用不熟练,而降低使用网络学习空间进行知识共享的信心。注重网络学习空间文化建设,营造利于学生彼此交流、沟通的环境,使学生逐步形成人际信任,促使网络学习空间学生知识共享行为的发生。
[Abstract]:In the information age, traditional forms of teaching and learning can't meet the demands of the times. The way of learning should be changed, which is bound to need the support of the technology, and the network learning space has come into being. The rise of network learning space can better meet the teaching and learning of teachers and students, and provide guarantee for the change of learning form. The opening rate of the network learning space has been improved year by year, and has become the main carrier for students to study, communicate and share. Knowledge sharing in the network learning space can promote the regenerative accumulation of space resources. In order to better guarantee the occurrence of knowledge sharing in the network learning space, this paper studies the influence factors of knowledge sharing in the network learning space. The combination of the theory of social cognition and the theory of planning behavior provides a new research perspective for the study of the influence factors of the knowledge sharing among the students in the network learning space. Based on these two theories, this paper analyzes the factors that affect the students' knowledge sharing in the network learning space, and constructs the theoretical model. This paper mainly studies the following six parts: Part 1: Introduction. First of all, the relevant background of the study is set forth, and the significance of the influence factors of the knowledge sharing among the students in the learning space of the research network is explained. Finally, the study framework for this study was formed. Part 2: Literature review. The paper reviews the influential factors of network learning space and knowledge sharing. Part 3: Construction of the theoretical model. Based on the research status and the research base of this paper, the paper constructs the theoretical model of the influence factors of the students' knowledge sharing in the network learning space from the aspects of self-efficacy, result expectation, social influence, trust, behavior intention and adjustment variable. Part 4: Scale construction. According to the theoretical model, the research scale of this paper is formed, and the data is collected and summarized. Part 5: Data analysis and model inspection. First, using the statistical software of social science (SPSS) to analyze the reliability and validity of the data, the regression analysis and so on. On the basis of data analysis, the structural equation model is used to test the theoretical model. And finally, the theoretical model is modified. Part 6: Research conclusions and prospects. First of all, the conclusions of this paper are summarized, and several suggestions are put forward to the construction of the network learning space based on the conclusions of the research. Finally, review the deficiency of this study and the future research direction. The results of this paper are as follows: the relationship between the influence factors and the knowledge-sharing behavior: the self-efficacy, the result is expected, the trust has a positive effect on the knowledge-sharing behavior of the students in the network learning space. The social influence also has a positive effect on the knowledge-sharing behavior, but the influence coefficient is lower. The relationship between the influence factors: self-efficacy and trust have a positive correlation with the expected results, and there is a positive correlation between trust and self-efficacy. The ability to respond to a student with a strong sense of efficacy is expected to be high as a result of good knowledge-sharing behavior. The interaction of the network learning space improves the understanding of the students, and the students are willing to share knowledge to the people they trust in the case of mutual trust. It is a revelation to the construction of the network learning space: to set up the "shared storage area" module, to set the shared excellent content and push it into the student's personal learning space, and to expand the scope of these shared contents. The operation of the functional module is simplified, such as the release of the network learning space instruction manual, the student will not be skilled in the use of the network learning space, and the confidence of using the network learning space for knowledge sharing is reduced. Pay attention to the network learning space culture construction, create an environment conducive to the students to communicate and communicate with each other, make the students form the interpersonal trust gradually, and promote the development of the knowledge sharing behavior of the students in the network learning space.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434

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