摘要
在线学习技术是否与时俱进地满足了学生的多元高阶需求,对于大学生能否持续参加在线学习至关重要。基于技术接受和任务技术匹配的整合性分析框架,利用全国258所本科高校100801名大学生的学情调查数据,系统考察任务技术匹配对大学生在线学习持续使用意愿的影响效应及作用机制。研究发现,任务技术匹配处于中等偏上的水平,并仍有提升空间;在诸多因素中,任务技术匹配的影响效应最大,是不可忽视的关键变量;任务技术匹配通过感知有用性、感知易用性及使用态度的中介作用,显著正向影响持续使用意愿。研究建议,为促进大学生对在线学习的持续参与,应进一步完善在线学习技术支持,把握大学生任务需求,优化平台建设,强化技术培训,改进在线教学质量。
Whether online learning technology keeps pace with the times to meet the diverse needs of students is very important for college students to continue to participate in online learning.Based on the survey data of100801 college students from 258 universities in China,the paper uses the integrated technical acceptance model(TAM)and task-technology fit(TTF)as the analysis framework to systematically investigate the effect and mechanism of task-technology fit on college students’intention to continue using online teaching.The results showed that the task technology fit is in the upper middle level,but still needed to be further improved;Tasktechnology fit has the greatest effect on the willingness to use online teaching,which is a key variable that can not be ignored;Through the mediating role of perceived usefulness,perceived ease of use and use attitude,task-technology fit has a significant positive impact on college students’willingness to continue using online teaching.The study suggests that in order to promote the continuous participation of college students in online learning,we should further improve the technical support,fully understand the needs of college students,optimize the platform construction,strengthen technical training,and improve the quality of online teaching.
作者
李人杰
郭建鹏
吕帅
LI Renjie;GUo Jianpeng;LV Shuai(Xiamen University,Xiamen 361005)
出处
《中国高教研究》
CSSCI
北大核心
2022年第12期45-50,58,共7页
China Higher Education Research
基金
福建省社会科学规划项目“深度融合视域下大学翻转课堂教学环境研究”(FJ2021B205)的研究成果。
关键词
在线学习
行为意愿
任务技术匹配
技术接受
online learning
behavioral intention
task-technology fit
technical acceptance
