基于probit模型《计量经济学》MOOC教学满意度研究

Research on teaching satisfaction of econometric MOOC based on probit model

文章从学习者感知价值维度、教学者维度、在线课程维度、感知易用性维度、课堂实验维度、学习环境维度等6个维度,对大学生慕课学习满意度的影响机制进行分析,经过线性概率回归分析结果发现:(1)教学者态度对大学慕课学习满意度呈现出最为显著的正向影响。(2)就感知易用性维度来说,相较于设备支持程度,平台的便捷性对在线学习满意度影响更加显著。(3)对学习者个体来说自我满足感越高,对慕课课程满意度也越高。(4)就控制变量而言,学生的受教育程度越高,其对在线课程的满意度也越高;学生的学校水平越高,其对在线课程的满意度越低。并在此基础上提出促进大学慕课课程建设与发展的建议。

This article analyzes the influence mechanism of college students’ MOOC learning satisfaction from six dimensions: the learner’s perceived value dimension, the teacher’s dimension, the online course dimension, the perceived ease of use dimension, the classroom experiment dimension, and the learning environment dimension. The results of regression analysis found that:(1) The attitude of teachers has the most significant positive impact on the satisfaction of university MOOC learning.(2) In terms of perceived ease of use, the convenience of the platform has a more significant impact on online learning satisfaction than the degree of equipment support.(3) The higher the individual learner’s self-satisfaction, the higher the satisfaction with MOOC courses.(4) In terms of control variables, the higher the education level of the students, the higher their satisfaction with online courses;the higher the school level of students, the lower their satisfaction with online courses. On this basis, it puts forward suggestions to promote the construction and development of university MOOC courses.