高校教师慕课教学行为意向影响因素研究

Research on the Factors of College Teachers爷 Behavior Intention for MOOC Teaching

国内外大量研究表明，教师行为与学生网络学习效果正相关，教师使用信息技术的行为意向与其 使用行为正相关. 本研究即对高校教师慕课教学行为意向的影响因素进行研究，首先基于TAM3 和UTAUT 模型 并结合对教师的访谈构建了高校教师慕课教学行为意向影响因素模型，研究结果显示，教师的有用性感知和社 群影响与高校教师慕课教学行为意向显著正相关;社群影响、工作相关性感知、工作绩效感知以及在线教学经验 均与高校教师慕课教学有用性感知显著正相关;计算机自我效能感和外部支持感知与高校教师慕课教学易用性 感知显著正相关。对回归系数差异的显著性检验发现，有用性感知对行为意向的影响显著大于其它变量对行为 意向的影响;工作相关性感知对有用性感知的影响显著大于其它变量;外部支持对易用性感知的影响显著大于 其它变量。性别、职称、专业等变量对模型相关路径系数具有一定的调节作用。实证研究结果显示，本研究所构 建的模型具有良好的解释力，对高校教师慕课教学行为意向的解释力度达到58. 5%。本次调研显示，目前高校 教师慕课教学工作相关性感知均值为3. 15 ，外部支持感知均值为3. 00，易用性感知均值仅为2. 37 ，工作绩效感 知均值为3. 31，都比较低。本研究最后提出制定管理政策、鼓励教师进行慕课教学尝试、对高校教师提供更多的 外部支持以及考虑相应的调节效应等措施建议。

MOOCs have been developing rapidly globally. Research shows that behavior of online teaching is correlated to students' learning outcomes， and the behavior intention is correlated to behavior of online teaching. The influencing factors of behavior intention of MOOC teaching was studied in the paper. The model was built based on the TAM3 model and the UTAUT model. A related research hypothesis was put forward， followed by an empirical study. Questionnaires were sent out through both network and face - to - face. Data was gathered and analyzed using SPSS17. 0 and AMOS21. 0. The research data has good reliability and validity. The study result showed that perceived usefulness and social influence had significant positive relations with behavior intention of college teachers'， and the significance of perceived usefulness was higher than other variates. Social influence， job relevance， output quality and online teaching experiment were significantly positively related with perceived usefulness. Computer self-efficacy and perceptions of external control were significantly positively related with perceived ease of use. The results have implications for future policy-making. Difference test of regression coefficient showed that the regression coefficient of job relevance had much greater influence than other variates on the perceived usefulness. The regression coefficient of the perceptions of external control had much greater influence on the perceived usefulness than other variates that influence the perceived ease of use. The model has a good fitting degree and explanatory power， and the explanatory proportion of behavior intention reaches 58. 5% . The explanatory proportion of perceived usefulness and perceived ease of use respectively reaches 41. 0% and 46. 6% . The moderator effect was also tested. Results showed that the professional titles (lecturer， Associate professor and professor) and other variates such as gender (male and female) had certain moderating effect on the model and related paths. Countermeasures and suggestions were made at the end of this research， including making related management policies、encouraging teachers to try MOOC teaching， and taking the moderating effects into consideration. Making related management policies might be a key countermeasure to improve the perceived job relevance and encouraging teachers to try MOOC teaching， as well as to improve the perceived output quality. External control includes supports in funds， technology and the latest learning support services.