中国高校教师对网络教育的创新-决策行为及他们对网络教育属性的认识——中国农业大学案例

Faculty perceptions about attributes of web-based distance education(WBDE) and their adoption behavior about WBDE: case study from China Agricultural University

本研究的目的是为了了解中国农业大学教师对网络教育的创新-决策行为与他们对网络教育五项属性(相对优势、相容性、复杂性、可试验性、和可观察性)的认识之间的相互关系。本研究的理论基础是Rogers的创新-决策过程模型和创新属性理论。本研究采用的是定量研究,研究结果用统计数据的方式来描述。结果表明,(1)70%的参与问卷的教师(总人数=273)仍处于网络教育创新-决策过程的早期阶段(“无认知”、“认知”、或“说服”阶段),仅30%的老师处在后期三个阶段性(“决策”、“实施”、或“确认”阶段);(2)中国农大教师同意网络教育五项属性的存在;(3)教师对网络教育的创新-决策行为对他们认识网络教育相对优势属性的影响统计意义上不显著,但是,教师对网络教育相对优势、相容性、复杂性、可试验性、和可观察性属性的认识因他们对网络教育的创新-决策行为而有统计意义上的显著不同,整体而言,在网络教育创新-决策过程中所处阶段越靠后的教师对网络教育以上四项属性的认同越强烈。

The purpose of the study was to examine the relationship between China Agricultural University （CAU） faculty perceptions about attributes of WBDE and their adoption behavior about the WBDE program, which was described by faculty members＂ stage in the innovation - decision process related to WBDE. Rogers＂ （2003） model of five stages in the innovation - decision process and attributes of innovation theory were served as the theoretical base for the study. Quantitative research was employed and the research design was descriptive in nature. Analysis of data found that faculty members＇stage in the innovation -decision process had no significant influence on faculty perceptions about relative advantage of WBDE. It, however, did have significant impacts on faculty perception about compatibility, complexity, trialability, and observability of WBDE. Faculty in later stages in the process tended to agree with the existence of compatibility, complexity, trialability, and observability of WBDE more than faculty in earlier stages in the process.