基于DTPB的高校教师教育博客知识共享影响机理研究——来自现实用户和潜在用户的实证调研

The Influencing Mechanism of College Teacher's Knowledge Sharing in Educational Blog Based on DTPB: an Empirical Research of the Existing and Potential Users

以DTPB为基础理论,构建了高校教师教育博客知识共享影响机理的理论模型。通过对有教育博客使用经历(现实用户)和无教育博客使用经历(潜在用户)两类样本的调研,验证了:(1)技术接受因素(技术的有用性、易用性和兼容性)会积极影响高校教师教育博客知识共享的态度;(2)社会影响因素(其他教师博主的压力)会积极影响高校教师教育博客知识共享的主观规范;(3)行为控制因素(自我效能和资源便利性)会积极影响高校教师对教育博客知识共享感知的行为控制;(4)高校教师教育博客知识共享的态度、主观规范和感知的行为控制会积极影响其意愿,其意愿和感知的行为控制又会积极影响知识共享行为的发生;(5)同一影响因素对两类用户教育博客知识共享的影响功效并不等同。结合分析结果,就如何促进两类高校教师用户的教育博客知识共享实践提出了对策。

Based on DTPB, this study developed a theoretical model of the influencing mechanism of college teacher＇s knowledge sharing in educational biog. Through the empirical analysis of the data of two groups of teachers, with one group having using experience （ sample of existing users） data and the other group without using experience （ sample of potential users）, the study confirmed： （ 1 ） technology acceptance factors, （perceived usefulness, perceived ease of use and perceived compatibility） positively affect college teacher＇s attitude toward knowledge sharing in educational blog; （2） social influence factors （peers influence） positively influence college teacher＇s subjective norm; （ 3 ） behavior control factors （ self-efficacy and facilitating conditions） positively affect college teacher＇s perceived behavioral control; （4） college teacher＇s attitude, subjective norm and perceived behavioral control positively affect college teacher＇s intention, and college teacher＇s intention and perceived behavioral control positively affect college teacher＇s knowledge sharing behavior in educational blog; （5） the same influencing factors have different impact on existing users and potential users. Based on analytic results, the study provided some meaningful suggestions for service operators to promote existing/potential college teacher users knowledge sharing in educational biog.