摘要
通过构建分析MOOC学习行为的UTAUT模型,发现绩效期望、努力期望、周围影响和促成因素是影响学生MOOC学习行为的4个核心因素。据此UTAUT模型提出相关研究假设,并设计和发放调查问卷以采集数据。本文对1126份有效样本数据的特征进行了描述,并分析了量表的信度和效度。通过回归分析,得出影响学生MOOC学习行为的核心因素对学生的MOOC学习意愿和学习行为具有正向影响的结论。
By constructing the UTAUT model for the analysis of MOOC learning behavior, we identified four core factors that influence students＇ MOOC learning behavior： performance expectation, effort expectation, influential surroundings, and enabling factors. On the basis of this model, we proposed our research hypotheses and designed survey questionnaire to collect data. A total of 1126 effective surveys were returned. In this paper, we first describe the features of the data set. Then, we analyze the reliability and validity of the survey instrument. The result of regression analysis shows that the four key factors that affect MOOC learning behavior have positive effects on students＇ learning willingness and learning behavior in MOOCs.
出处
《电化教育研究》
CSSCI
北大核心
2016年第6期43-48,共6页
E-education Research
基金
浙江省软科学研究计划项目"基于智慧教育的区域创新体系效能提升策略研究"(项目编号:2014C35042)
教育部人文社会科学研究规划基金项目"大数据环境下面向MOOC的高校图书馆知识服务平台建设研究"(项目编号:15YJA870011)
