基于UTAUT模型的学生MOOC学习意愿的影响因素研究

北京邮电大学学报(社科版) ›› 2016, Vol. 18 ›› Issue (2): 96-103.

基于UTAUT模型的学生MOOC学习意愿的影响因素研究

北京邮电大学经济管理学院，北京100876

收稿日期:2016-01-18 出版日期:2016-04-30
基金资助:
北京市级教育教学改革项目（2015-ms040）

Influencing Factors on Students’ MOOC Learning Intentions Based on UTAUT Model

School of Economics and Management, Beijing University of Posts and Telecommunications,
Beijing 100876, China

Received:2016-01-18 Online:2016-04-30

摘要/Abstract

摘要：

大规模在线开放课程（MOOC）是一种新兴的教学模式，近年来在全球范围内得到了快速发展，并深刻影响着人们学习知识、交流知识的方式。但是，MOOC在快速发展过程中也遇到了学生流失、结业率低等问题。针对这个问题，基于信息技术采纳与行为理论建立研究模型，通过实证研究的方法探索影响学生参与MOOC的因素。结果显示，学生的绩效期望、努力期望、社会影响及MOOC平台的便利条件对其MOOC学习意愿具有显著影响，学生的学习意愿对其学习行为具有显著影响。涉入度对努力期望、社会影响与学习意愿之间的关系具有显著的正向调节效应，对便利条件与学习行为之间的关系具有显著的负向调节效应。根据分析结论，提出了当前MOOC的发展策略建议。

关键词: MOOC, 在线课程, UTAUT, 学习意愿, 影响因素

Abstract:

Online course (MOOC) is a new teaching method, which has got fast development all over the world in recent years and deeply influenced people’s way of learning But MOOC also encountered problems of losing students and low graduation rate Aiming at these problems, a theory model is proposed based on the theory of information technology acceptance and behavior, and the influencing factors on students’ participation in MOOC are analyzed through empirical research method Results show that performance expectancy, effort expectancy, social influence and the MOOC platform’s facilitating conditions significantly affect students’ learning intentions, and students’ learning intentions significantly affect the learning behavior Involvement positively moderates the relationship between effort expectancy, social influence and learning intention, and negatively moderates the relationship between facilitating conditions and learning behavior Suggestions for MOOC’s development strategy at current stage are proposed based on the research

Key words: MOOC, online course;UTAUT, learning intention, influencing factor

中图分类号:

G434

王胤丰，闫强. 基于UTAUT模型的学生MOOC学习意愿的影响因素研究[J]. 北京邮电大学学报(社科版), 2016, 18(2): 96-103.

WANG Yin-feng，YAN Qiang. Influencing Factors on Students’ MOOC Learning Intentions Based on UTAUT Model[J]. JOURNAL OF BEIJING UNIVERSITY OF POSTS AND TELECOM, 2016, 18(2): 96-103.

参考文献

［1］ Anderson A, Huttenlocher D, Kleinberg J, et al. Engaging with massive online courses［C］//International World Wide Web Conferences Steering Committee, 2014: 687-698.
［2］王哲. 大规模开放在线课程的用户行为研究［J］. 计算机教育, 2014（21）: 21-26.
［3］贾积有, 缪静敏, 汪琼. MOOC学习行为及效果的大数据分析——以北大6门MOOC为例［J］. 工业和信息化教育, 2014（9）: 23-29.
［4］ Guo Philip J, Kim J, Rubin R. How video production affects student engagement an empirical study of MOOC videos ［J］. ACM Learning at Scale, 2014（2）: 3-11.
［5］ Jordan K. Initial trends in enrolment and completion of massive open online courses ［J］. The International Review of Research in Open and Distributed Learning, 2014, 15(1): 134-160.
［6］虞鑫, 陆洪磊. 学习者采用MOOC的影响因素研究: 基于清华大学“学堂在线”的用户调查［J］. 现代远距离教育, 2014（5）: 3-8.
［7］ DeBoer J, Ho A D, Stump G S. et al. Changing “course” reconceptualizing educational variables for massive open online courses ［J］. Educational Researcher, 2014, 43(2): 74-84.
［8］ Kohne F, Schoop M, Staskiewicz D. An empirical investigation of the acceptance of electronic negotiation support system features［C］ //Proceedings of the 13th European Conference on Information Systems, Information Systems in a Rapidly Changing Economy, ECIS 2005. Regensburg: 2005.
［9］ Anderson J E, Schwager P H, Kerns R L. The drivers for acceptance of tablet PCs by faculty in a college of business［J］. Journal of Information Systems Education, 2006, 17(4): 429-432.
［10］ Pynoo B, Devolder P, Tondeur J, et al. Predicting secondary school teachers’ acceptance and use of a digital learning environment: a cross-sectional study［J］. Computers in Human Behavior, 2011, 27(1): 568-575.
［11］ Shin D H. Towards an understanding of the consumer acceptance of mobile wallet［J］. Computers in Human Behavior, 2009, 25(6): 1343-1354.
［12］ Cody-Allen E, Kishore R. An extension of the UTAUT model with e-quality, trust, and satisfaction constructs［C］//Proceedings of the 2006 ACM SIGMIS CPR Conference on Computer Personnel Research 2006. Claremont: ［s.n.］, 2006: 82 - 89.
［13］ Hew K F, Cheung W S. Students’ and instructors’ use of massive open online courses (MOOCs): motivations and challenges ［J］. Educational Research Review, 2014(12): 45-58.
［14］ Gillani N, Eynon R. Communication patterns in massively open online courses ［J］. The Internet and Higher Education, 2014(23): 18-26.
［15］ Li N, Verma H, Skevi A, et al. Watching MOOCs together: investigating co-located MOOC study groups ［J］. Distance Education, 2014, 35(2): 217-233.

[1]	胡春，刘传，周慧琴. 基于文献计量的研究生学风影响因素分析[J]. 北京邮电大学学报(社科版), 2020, 22(3): 101-109.
[2]	黄逸珺，靳晓晶，李琳. 欠发达地区义务教育应用MOOC的学习意愿影响因素研究[J]. 北京邮电大学学报(社科版), 2020, 22(1): 87-97.
[3]	魏建国，魏培，田德琥. 中国P2P网贷区域性差异及影响因素分析[J]. 北京邮电大学学报(社科版), 2019, 21(3): 33-42.
[4]	张璐妮1,2，唐守廉1，刘宇泓3. MOOC学习者参与行为实证研究——以“中国大学MOOC”外语课程为例[J]. 北京邮电大学学报(社科版), 2018, 20(3): 97-103.
[5]	张献华. 基于TAM的云南农村信息化应用影响因素研究[J]. 北京邮电大学学报(社科版), 2017, 19(5): 74-81.
[6]	赵玲. 新媒体时代影响大学生人际信任因素结构的实证研究[J]. 北京邮电大学学报(社科版), 2016, 18(6): 1-8.
[7]	张静1，孙慧轩2. 群体行为的研究现状与展望[J]. 北京邮电大学学报(社科版), 2016, 18(3): 91-98.
[8]	张冲1，完颜瑞云2，孙炜红3，张丹3. 中国城镇居民通信消费的影响因素研究[J]. Acta Metallurgica Sinica(English letters), 2015, 17(2): 60-66.
[9]	龙红明，舒华英. 比特产品动态定价关键影响因素分析[J]. Acta Metallurgica Sinica(English letters), 2014, 16(6): 43-50.
[10]	梁朝朝，郭玉锦. 网络谣言与大学生网络信息接收和认知习惯的关系分析[J]. Acta Metallurgica Sinica(English letters), 2013, 15(6): 30-34.
[11]	李明尧，李全彩. 农村留守儿童心理韧性状况及其影响因素研究 ——以徐州市睢宁县的研究为例[J]. Acta Metallurgica Sinica(English letters), 2013, 15(6): 82-88.
[12]	陈越，赵欣艳. 电视上网服务实践与研究综述[J]. Acta Metallurgica Sinica(English letters), 2012, 14(6): 19-25.
[13]	齐佳音，刘芳，史双. 客户终生价值典型动态影响因素分析及电信业实证研究[J]. Acta Metallurgica Sinica(English letters), 2012, 14(6): 38-46.
[14]	王慧贤，吕廷杰，谢飞波，王琦. 无线电频谱价值影响因素分析[J]. Acta Metallurgica Sinica(English letters), 2012, 14(5): 86-.
[15]	王慧贤，吕廷杰，谢飞波，王琦. 无线电频谱价值影响因素分析[J]. Acta Metallurgica Sinica(English letters), 2012, 14(5): 66-71.