基于IDT模型的大学教师MOOC使用行为研究

The Use of MOOC by University Teachers:An IDT Model

在MOOC教学中,大学教师的使用行为与MOOC能否顺利推行有很大关联,了解教师使用行为的影响因素有助于改善教学现状,促进MOOC发展。以创新扩散理论(IDT)为基础,通过梳理归类理性行为理论(TRA)、计划行为理论(TPB)、技术接受模型(TAM)、技术接受与使用统一理论(UTAUT)等,构建高校教师MOOC使用行为模型,并提出9个基本假设。以教师为调研对象,通过线上线下发放问卷的方式,总共收集210份有效问卷,并利用结构方程模型对概念模型进行拟合检验,结果显示:绩效期望、大众媒体、社会影响、MOOC推广人员的努力与行为意向呈正相关关系;行为意向与使用行为呈正相关关系;MOOC可观察性与行为意向呈负相关关系。对此,从高校角度提出了相关建议。

In MOOC teaching, university teachers＇ behavior is closely related to the smooth implementation of MOOC. Therefore, studying the factors that affect their behavior helps to improve the teaching situation and promote the development of MOOC. Based on the innovation diffusion theory （IDT）, model of university teachers＇ MOOC behavior is established and nine basic assumptions are put forward by combining such theories as Theory of Reasoned Action （TRA）, Theory of Planned Behavior （TPB）, Technology Acceptance Model （TAM） , the Unified Theory of Acceptance and Use of Technology （UTAUT）. Selecting teachers as the research object, a total of 210 valid questionnaires are collected through online and offline, and the conceptual model is tested through SEM. The result shows that the performance expectation, mass media, social influence and efforts of extension workers positively correlate to behavior intention; behavior intention and behavior are positively correlated; MOOC observability negatively correlates to behavior intention. In this regard, relevant recommendations are put forward from the perspective of university.