高校教师网络教学的影响因素与提升策略——基于结构方程模型的实证研究

The Influential Factors and the Promotion Strategies of Online Teaching in Colleges:An Empirical Study Using Structural Equation Model

教师作为网络教学的主体,是推动高校网络教学发展的关键要素。研究基于对5所本科院校的300名教师的问卷调查,借助结构方程模型对高校教师网络教学的影响因素及作用机制进行探讨。研究发现:高校教师开展网络教学会受到个人认知与技能、院校支持与组织内部群体倾向等多重因素影响,认知因素对教师网络教学具有显著的直接影响,并在研究模型中具有重要的中介效应;院校支持、教学技能并不直接影响教师的网络教学,但会通过有用性感知或易用性感知间接对其产生影响;群体倾向对教师网络教学具有双重的影响作用。在此基础上,研究提出了"个人—组织—相关者—环境—研究"五位一体的提升策略。

Faculty members are the major players of online teaching. They are the key element of promoting online teaching at tertiary level In this study, the researchers surveyed 300 faculty members from five universities and colleges. Using structural equation model techniques, the researchers explored the factors that influenced online teaching and the functional mechanisms of these factors. Results indicated that many factors could affect faculty members carrying out of online teaching, including individual perceptions and skills, supports provided by the colleges, and group tendency within organization. Individual perceptions had significant and direct influence towards online teaching. They were also an important intermediary factor in the structural equation model. The supports provided by the colleges and the teaching skill had no direct effect on online teaching. However, they could indirectly affect online teaching via individual＇s perceptions of usefulness and easiness of online tendency within organization had a dual effect forward a promotion strategy that includes stakeholders, environment, and research. teaching. Group on online teaching. As a conclusion, the researchers put the following five elements： individuals, organizations,