摘要
在经历新冠肺炎疫情期间在线教学洗礼之后,混合式教学成为高校的常见教学方式。为了更好地分析大学生在混合式教学环境中的学习的行为意愿,通过问卷收集了1346名大学生关于混合式教学环境中学习的行为意愿的调查数据,基于UTAUT扩展模型,采用结构方程方法分析了影响大学生混合式教学环境中学习的行为意愿的关键因素及变量之间的关系。结果表明:在混合式教学环境中,移动自我效能感、绩效期望、努力期望、社会影响、成就动机对大学生学习的行为意愿有显著影响;学习风格对学习的行为意愿影响不显著;移动自我效能感在绩效期望、努力期望和学习的行为意愿之间发挥着完全中介效应,绩效期望对移动自我效能感产生积极的促进作用,而努力期望则呈现出显著的消极影响。
After the introduction of online teaching during the COVID-19 epidemic,blended teaching has become a common teaching method in colleges and universities.In order to better analyze the behavioral intention of learning of college students in a blended teaching environment,the data of 1346 college students on the behavioral intention of learning in a blended teaching environment are collected through questionnaires.Based on the UTAUT extended model,the relationship between the key factors and variables that affect the behavioral intention of learning of college students in a blended teaching environment is analyzed by using structural equation method.The results show that in the blended teaching environment,mobile self-efficacy,performance expectation,effort expectation,social influence and achievement motivation have significant impacts on the behavioral intention of college students to learn,while the learning style has no significant impact on the behavioral intention of learning.Furthermore,mobile self-efficacy plays a complete mediating role among performance expectation,effort expectation and behavioral intention of learning.And performance expectation has a significant impact on self-efficacy,while effort expectation shows a significant negative effect.
作者
江凤娟
JIANG Fengjuan(School of Education,Minzu University of China,Beijing 100081)
出处
《电化教育研究》
CSSCI
北大核心
2021年第6期105-112,128,共9页
E-education Research
基金
中央民族大学2020年度“一流本科课程”混合式课程建设项目(项目编号:KC2044)
中国科学院2018年度“西部之光”项目“新疆和田地区教育精准扶贫研究”(项目编号:2018-XBQNXZ-A1-001)。
关键词
混合式学习
行为意愿
UTAUT
大学生
移动自我效能感
成就动机
Blending Learning
Behavioral Intention
UTAUT
College Student
Mobile Self-efficacy
Achievement Motivation
