摘要
以技术接受模型(TAM)和信息系统持续使用理论为基础,构建了课堂互动对学生参与度的作用模型。在某高校SPOC平台收集数据,利用AMOS软件分析验证理论模型和假说。结果表明:SPOC学习中课堂互动显著正向影响感知有用性和感知易用性促进学生对SPOC系统的参与度。对SPOC学习中课堂互动和学生参与度之间关系的研究,揭示了课堂互动对学生参与SPOC学习的作用机制。
Based on TAM (technology acceptance model) and the theory of continuous use of information system, a model of classroom interaction effect on students’ participation is constructed. The data on SPOC (small private online course) platform of a university are collected and AMOS software is used to analyze and verify theoretical models and hypotheses. The results show that classroom interaction in SPOC learning significantly and positively affects the perceived usefulness and perceived ease of use, and promotes students’ participation in SPOC system. The research on the relationship between classroom interaction and student participation in SPOC learning reveals the mechanism of classroom interaction on students’ participation in SPOC learning.
作者
郭晓宇
郭志
李慢
GUO Xiaoyu;GUO Zhi;LI Man(School of Computer Science and Engineering,Northeastern University,Shenyang 110004,China;Northeastern University at Qinhuangdao,Qinhuangdao 066004,China)
出处
《实验技术与管理》
CAS
北大核心
2019年第6期244-248,273,共6页
Experimental Technology and Management
基金
国家自然科学基金联合基金项目(U1811261)
基于大数据的交互式个性化教学环境构建方法研究
2018年度辽宁省经济社会发展研究课题(2018lslktyb-047)
关键词
SPOC
课堂互动
学生参与度
满意度
SPOC
classroom interaction
student participation
satisfaction
