摘要
对教育资源网站进行客观而准确的评价,对教育资源库的建设和有效应用具有重要意义。当前对教育资源网站的评价研究大多基于专家学者的视角。信息技术接受理论中的技术接受模型都是从使用者的视角来分析信息技术接受与使用相关的各种现象,并指导信息技术的开发、推广和应用。以此理论为指导,以教师在接受教育技术能力培训时在讨论区所发的讨论帖为研究样本,从教师如何选择及评价教育资源网站的对比分析中发现:教师选择教育资源网站依次受感知有用性、感知易用性的影响,教师对教育资源网站的选择标准和专家制定的评价体系在各项指标权重上存在一定差异。教师更看重网站内容的丰富性和实用性,网站的交互性,网站界面设计及结构的分类清晰、导航功能,网站教育资源的易用性等,这反映出使用者与专家视角的差别。
To evaluate education resource sites objectively and accurately is important for establishing and using education resource pools. Most evaluation researches conducted up to now are from scholar and expert＇s perspective. However, Technology Acceptance Models of Information Acceptance Theory all analyze the acceptance and usage of information technology from the useffs perspective. This research, by comparing BBS posts by teachers receiving edueation technology training, and analyzing how teachers select and evaluate education resouree sites, reveals that： teachers＇ choices are mainly affected by perceived usefulness, perceived ease of use. In sequence, teachers＇ evaluation systems are different from those developed by experts in factor weight. Teachers place more value on the richness, practicality and interaction of website contents, as well as websites＇ clearly classified and designed interface and guiding functions.
出处
《现代远程教育研究》
CSSCI
2011年第2期65-70,共6页
Modern Distance Education Research
关键词
教育资源网站
评价体系
专家视角
使用者视角
Education Resource Sites
Evaluation System
Expert Perspective
User Perspective
