高校教师MOOC采纳行为的影响因素分析——基于P大学的跨案例研究
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摘要
文章基于技术采纳相关理论,采用跨案例研究法和分层目的抽样,通过对P大学5位教师的访谈分析,发现:不同教师对于MOOC教育属性和传播属性的定位存在差异,据此可将受访教师的MOOC观总结为四种;教师自身教育理念与MOOC观的匹配程度,决定了教师的MOOC采纳行为,而不同理念导向下的受访教师可被划分为MOOC的积极践行者、冷静旁观者、慎重考察者等三种实践类型;教师感知到的技术有用性与易用性,会间接影响其MOOC采纳行为。文章的研究可为高校教师开展MOOC教学实践、找准MOOC定位提供理论参考,有助于推动高校信息化的建设与改革。
Based on the relevant theories of technology adoption, this paper adopted cross-case study method and stratified purposive sampling, and carried out interview analysis of five teachers from P University. It was found that different teachers had different orientations to MOOC education attribute and communication attribute. Thus, interview teachers' MOOC concepts could be summarized into four types. Besides, the matching degree of teacher's own educational concept and his/her MOOC concept determined his/her MOOC adoption behavior. Interview teachers guided by different concepts could be divided into three practice types of active practitioners, calm spectators and cautious investigators. Furthermore, teacher's perceived usefulness and usaliablity of technology could indirectly affect his/her MOOC adoption behavior. The results of this paper could provide theoretical reference for college teachers to carry out MOOC teaching practice and find MOOC orientation, and help to promote the construction and reform of informationization in colleges and universities.
Based on the relevant theories of technology adoption, this paper adopted cross-case study method and stratified purposive sampling, and carried out interview analysis of five teachers from P University. It was found that different teachers had different orientations to MOOC education attribute and communication attribute. Thus, interview teachers' MOOC concepts could be summarized into four types. Besides, the matching degree of teacher's own educational concept and his/her MOOC concept determined his/her MOOC adoption behavior. Interview teachers guided by different concepts could be divided into three practice types of active practitioners, calm spectators and cautious investigators. Furthermore, teacher's perceived usefulness and usaliablity of technology could indirectly affect his/her MOOC adoption behavior. The results of this paper could provide theoretical reference for college teachers to carry out MOOC teaching practice and find MOOC orientation, and help to promote the construction and reform of informationization in colleges and universities.
引文
[1]Shah D.By the numbers:MOOCs in 2018[OL].
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[5]Fishbein M,Ajzen I.Belief,attitude,intention and behaviour:An introduction to theory and research[M].Reading,MA:Addison-Wesley Publishing Company,1975.
[6]Davis F D.Perceived usefulness,perceived ease of use,and user acceptance of information technology[J].Mis Quarterly,1989,(3):319-340.
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[9](美)尼尔·波兹曼著.章燕,吴燕莛译.娱乐致死[M].广西:广西师范大学出版社,2004:125.
[10][11]郭文革.网络课程类别分析--基于互联网教育传播模型的分析视角[J].远程教育杂志,2014,(5):41-46.
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[13]郭文革,陈丽,陈庚.互联网基因与新、旧网络教育--从MOOC谈起[J].北京大学教育评论,2013,(4):173-184.
[2]张烁.中国慕课的“变”与“超”[OL].
[3]教育部.教育信息化2.0行动计划[OL].
[4]Veletsianos G,Shepherdson P.A systematic analysis and synthesis of the empirical MOOC literature published in2013-2015[J].International Review of Research in Open&Distance Learning,2016,(2):198-221.
[5]Fishbein M,Ajzen I.Belief,attitude,intention and behaviour:An introduction to theory and research[M].Reading,MA:Addison-Wesley Publishing Company,1975.
[6]Davis F D.Perceived usefulness,perceived ease of use,and user acceptance of information technology[J].Mis Quarterly,1989,(3):319-340.
[7]陈向明.质的研究方法与社会科学研究[M].北京:教育科学出版社,2000:107-108.
[8](美)艾尔·巴比著.邱泽奇译.社会研究方法(第11版)[M].北京:华夏出版社,2009:381-384.
[9](美)尼尔·波兹曼著.章燕,吴燕莛译.娱乐致死[M].广西:广西师范大学出版社,2004:125.
[10][11]郭文革.网络课程类别分析--基于互联网教育传播模型的分析视角[J].远程教育杂志,2014,(5):41-46.
[12]许涛.慕课背后的争议研究综述[J].中国大学教学,2015,(7):22-27、21.
[13]郭文革,陈丽,陈庚.互联网基因与新、旧网络教育--从MOOC谈起[J].北京大学教育评论,2013,(4):173-184.