摘要
该研究以技术接受模型理论(TAM)和美国客户满意度理论(ACSI)为理论依据,选择安徽建筑大学和合肥师范学院17个专业共158名本科学生为研究采样对象,将大学英语公共课为教学采样项目,测量欧美翻转课堂模式FCM(Flipped Classroom Model)学生满意度的34个题项,并对其进行了因子分析,得到三个公因子。回归分析表明,学习者对FCM满意度评价受到学习者期待、感知质量、感知价值三个公因子的共同影响,并分别对各公因子的影响机理做了分析,为FCM在我国高等教育中的实践和理论模型建立提供了数据支撑和借鉴。
Based on the Technology Acceptance Model (TAM) and the American Customer Satisfaction Index(ACSI), the study selected 158 undergraduate students among 17 majors, from the Anhui Jianzhu University and Hefei Normal University, as the study sample object, meanwhile selecting College English Course as the teaching sampling program to measure 34 FCM satisfaction questionnaire items ,and factor analysis was carried out to obtain three common factors. Regression analysis showed that learners' satisfaction in FCM learning was affected and evaluated by learners' expectation, perceived quality, perceived value, which provide us the mechanism of the effect of each common factor. Moreover, this study supplies relative data support and reference for the FCM practice and theory model construction in Higher Education in China.
出处
《中国电化教育》
CSSCI
北大核心
2014年第4期104-109,136,共7页
China Educational Technology
基金
安徽省2012质量工程教学研究项目"基于Web2.0环境下大学英语交互式教学模式的研究与实践"(项目编号:2012jyxm395)
安徽省2013青年人才基金重点项目"我国高校英语FCM模型构建及应用"(项目编号:2013SQRW094ZD)阶段性成果
关键词
翻转课堂
满意度
交互式教学
因子分析
Flipped Classroom Model
Satisfaction
Interactive Teaching
Factor Analysis