中国电化教育

互联网的发展为高等教育教学变革带来了新的生机与活力,线上线下混合式教学模式逐渐成为高等教育教学模式改革的突破口。以L省12类高校的学生为研究对象,基于技术接受模型构建学生在线学习行为意向影响因素模型,采用结构方程模型探析模型中各因素之间的关系和效应。研究发现:学生在线学习行为意向受内因和外因影响;中介因素感知有用性、感知易用性对行为意向存在显著的积极影响,其中感知有用性是最主要的决定因素;外部因素教师支持、学生的自我管理学习、计算机自我效能感和所处在线学习环境通过中介因素影响行为意向,其中教师支持和自我管理学习的影响效应显著;学生的在线学习经验对行为意向形成过程具有一定调节作用。最后从课程设计、教师支持、学生自我管理学习和经验等方面提出后疫情时代在线教学实施的建议。

With the development of the Internet, the reform of higher education has become more vigorous. The online and offline blended teaching model has gradually become a breakthrough in the reform of higher education teaching mode. Taking the students in 12 types of universities in L Province as the research object, this paper constructs a model of factors that influence students' behavioral intention to use online learning based on the technology acceptance model. The relationship and effects between the various factors in the model are analyzed applying structural equation modeling. The results show that:(1) the students' behavioral intention to use online learning is affected by internal and external factors;(2) as intermediary factors, perceived usefulness and perceived ease of use have a positive and significant impact on behavioral intention, of which perceived usefulness is the most decisive factor;(3) as external factors, teacher support, students' self-management learning, computer self-efficacy and online learning environment influence students' behavioral intentions through the intermediary factors, among which teacher support and self-management learning are significant influencing factors;(4) the students' experience plays a moderating role in the formation of their behavioral intentions. Therefore, some suggestions are given to improve the effectiveness of online learning in the post COVID-19 education from the three aspects of courses, teachers, and students.