閱讀全文 | |
篇名 |
混合式学习接受度的影响因素研究
|
---|---|
並列篇名 | Research on Influencing Factors of Blended Learning Acceptance |
作者 | 杜世純、傅澤田 |
英文摘要 | Blended learning is a learner-centered education paradigm. It is a hot issue that has attracted widespread attention in the global education community in recent years. This paper explores the effect of some important factors, including perceived ease of use, perceived usefulness, learning atmosphere and interactive behavior on the learning effect of blended learning, and the moderating effect of learning background. The results show that the factors such as perceived ease of use, perceived usefulness, learning atmosphere and interactive behavior are positively correlated with the acceptance of students in blended learning, and students’ acceptance has a significant positive effect on learning effect. The learning background can significantly adjust the relationship between perceived ease of use atmosphere and blended learning acceptance, but learning background does not play a significant regulatory role in terms of perceived usefulness and interaction behavior. For students with lack of learning background, perceived ease of use has the greatest impact on blended learning acceptance, while students with rich learning background, learning atmosphere has the greatest impact on blended learning acceptance. |
起訖頁 | 123-128 |
關鍵詞 | 混合式学习、接受度、影响因素、调节变量、学习背景、Blended Learning、Acceptance、Influencing Factors、Moderator Variable、Learning Background、CSSCI |
刊名 | 中國電化教育 |
期數 | 201806 (377期) |
出版單位 | 中國電化教育雜誌社 |
該期刊 上一篇
| 网络学习投入影响因素与应对策略——基于自我决定理论的视角 |
該期刊 下一篇
| 职业院校互联网学习体验与应用的深度分析研究*——基于全国职业院校互联网学习体验与应用的重点调研 |