MOOC持续学习意向影响因素的实证研究——基于改进的期望确认模型  

An Empirical Research on the Factors Affecting Learners' Continuous Learning Intention in MOOC: A Modified Expectation-Confirmation Model

作　　者：张哲[1] 王以宁[2] 陈晓慧[1] 高焱[1] 

机构地区：[1]东北师范大学计算机科学与信息技术学院,吉林长春130117 [2]东北师范大学传媒科学学院,吉林长春130117

出　　处：《电化教育研究》2016年第5期30-36,共7页E-education Research

基　　金：全国教育科学"十二五"规划国家一般课题"北美面向青少年的数字教育资源建设机制研究"(课题编号:BCA150052)

摘　　要：MOOC蓬勃发展的时代背景下,低回头率是其所面临的重要问题之一。本研究以期望确认模型为基础,根据MOOC的实际学习情况构建了MOOC持续学习意向影响因素模型,并探究模型中各变量之间的结构与数量关系。研究结果表明:改进后的模型对于MOOC持续学习意向具有更高的解释力,学习者感知有用性体验和学习满意程度能够对MOOC持续学习意向产生积极影响,期望确认程度对于学习满意程度和感知有用性体验具有积极影响,期望确认程度与感知易用性体验具有较高的相关性。在此基础上,本研究针对我国实际情况,提出若干未来MOOC的发展建议。Even though the development of MOOC is blooming, the low rate of retention is one of the most problematic issues in MOOCs. Considering the actual learning context in MOOCs, the authors of this study created a model for studying the factors that influence the continuous learning intention in MOOCs on the basis of a modified Expectation-Confirmation Model. Using this model, the authors investigated the structural and quantitative relationship among various influential variables. Results show that this modified model can better explain the continuous learning intention in MOOCs than the original Expectation-Confirmation Model. Both perceived usefulness and learning satisfaction have positive effect on continuous learning intention. The expectation-confirmation level has positive effect on both learning satisfaction and perceived usefulness. It is also highly correlated with perceived ease of use. Implications for the future development of MOOCs in China are also discussed based on these results.

关 键 词：MOOC 持续学习意向 期望确认模型 影响因素 

分 类 号：G434[文化科学—教育学]