北京邮电大学学报(社科版) ›› 2020, Vol. 22 ›› Issue (1): 87-97.doi: 10.19722/j.cnki.1008-7729.2019.0327

• 教育研究 • 上一篇    下一篇

欠发达地区义务教育应用MOOC的学习意愿影响因素研究

  

  1. 北京邮电大学 经济管理学院,北京100876
  • 收稿日期:2019-09-27 出版日期:2020-02-28
  • 基金资助:
    北京邮电大学教育教学改革项目(2018JY-E04)部分成果

Influencing Factors of Learning Willingness to Apply MOOC to #br# Compulsory Education in Underdeveloped Areas

  1. School of Economics and Management, Beijing University of Posts and Telecommunications, Beijing 100876, China
  • Received:2019-09-27 Online:2020-02-28

摘要: 针对我国欠发达地区经济较落后、教学环境较差、师资稀缺、生源流失等问题,探讨将先进教学技术MOOC应用到欠发达地区义务教育中的必要性与可行性。首先,从欠发达地区义务教育现状入手,基于UTAUT2模型构建欠发达地区义务教育中学生MOOC学习意愿的影响因素模型。然后,进行实地调研,以发放问卷的方式收集数据,并验证模型。研究发现:绩效期望、努力期望、社会影响、促进因素和享乐动机对MOOC学习意愿有正向影响,自我学习管理与MOOC学习意愿不存在显著的正相关关系。最后,基于实证研究结果,探讨将MOOC应用于欠发达地区义务教育中的措施,并提出相关建议。

关键词:  , 欠发达地区, 义务教育, MOOC, 技术可接受模型

Abstract: In view of the backward economy, poor teaching environment, scarce teachers and loss of students in underdeveloped areas in China, the necessity and feasibility of applying advanced teaching technology MOOC to compulsory education in underdeveloped areas are explored Firstly, starting from the status quo of compulsory education in underdeveloped areas, a model of the influencing factors of students learning willingness to MOOC in underdeveloped areas was constructed based on UTAUT2 model Then the field survey method was used to distribute the questionnaire to collect data to verify the model, and the conclusions were drawn: performance expectancy, effort expectancy, social influence, facilitating conditions and hedonic motivation had positive influence on learning willingness to MOOC Self-learning management and learning willingness would not have a significant positive relationship Finally, suggestions on applying MOOC to compulsory education in underdeveloped areas were discussed based on the results of empirical research

Key words: underdeveloped areas, compulsory education, MOOC, technology acceptance model

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