教师使用学习空间的影响因素研究

Driving Factors toward Using Learning Space

学习空间已成为一个国际研究热点。作为学习空间核心利益相关者之一，教师的使用意愿对应 用效果有重要影响。本文通过访谈使用学习空间的教师，然后根据扎根理论的研究程序探索教师使用学习空间 的影响因素。通过对13 名教师的深度访谈，以及对资料的编码与分析，文章得出了用户体验、易操作性、对教学 有用、教师的适应等八个直接影响因素和任务类型、支持与服务、自我效能三个间接影响因素。这些影响因素可 以归纳成个人、空间和外部三类。研究还表明，影响因素的重要程度因阶段而异。在最初使用阶段，影响教师使 用学习空间的主导因素是用户体验，特别是舒适度和新鲜感对教师使用有重要影响。随着使用经验的增加，主 导因素开始由用户体验转变为对教学有用、教师的适应性等。本文提出学习空间的设计要以满足教学需求为首 要原则，应该注重用户体验，学习空间内的新设施和新技术要尽可能与先前使用经验相似或接近，技术设备和技 术应用要简单易操作，要重视软件支持，注重健康环保，尊重教师的选择权等七条建议，并从完善应用的生态链 和降低构建成本两方面促进学习空间的应用与推广。

Learning Space has become a worldwide research hotspot for years. Teachers' intention to use learning space has an important influence on the effectiveness of learning space. However， little research exists related to the influence factors of teachers using learning space. In this paper， we interviewed teachers who had used learning space and explored the driving factors of teachers using learning space according to grounded theory approach. The result of data coding and analysis based on 13 teachers’ in-depth interview shows that eight direct driving factors such as user experience， operability， usability to teaching， teachers’ adaptation， workload and three indirect driving factors of teacher use learning space cover task type， support & service and self-efficiency. These factors can also be summarized into three classes as follows: individual factors， space factors and external factors. Individual factors refer to teachers’ personal characteristics; space factors refer to the constructed learning space’s feature; and external factors refer to external influences on teachers and other factors in the process of teachers use learning space. The study also shows that the importance degree of the driving factors is related to the different use stage. In the initial use phase， the dominant driving factor is user experience， especially the comfort and freshness. However， with the increase of using experience， the dominant factors switch from user experience to usefulness， teachers' adaptation and so on. Based on these results， this paper proposed seven design principles of learning space: 1. meeting the demand of teaching and learning must be the primary design principle; learning space design should pay attention to user experience; 2. the new facility and technology in learning space should be familiar with teachers’ use experience as much as possible; 3. technical equipment and technical application in learning space should be easy to handle for users; 4. the design of learning space should pay attention to use software to enhance the learning space; 5. the healthy and eco-friendly environment is essential; 7. the design of learning space should show respect for teachers’ option. This article also discusses the approach to promote learning space. The ecological chain of learning space application should be consummated. In order to achieve that， some measures should be taken. For instance， transforming instruction approach more actively， training teachers’ ability to make good use of learning space， demonstrating the typical lesson example based the learning space， establishing the incentive mechanism of using learning space， and changing the evaluation method and so on. The cost of constructing learning space must be reduced for the sake of promoting the learning space. Currently， the cost is still too high for most of the schools and institutions to afford. Huge costs will militate against further enlargement of the promotion of learning space. With the purpose of reducing cost， the rigorous empirical research and qualitative research about key features’ influence on the teaching and learning should be conducted by more researchers. Facilities or technology with negative contribution can be cut from learning space. In addition， some alternative solution with cheaper facilities and technology can be applied for specific institutions and schools. Findings of this paper will help to direct the design practice of learning space and promote its generalization.