高校教师使用网络教学平台采纳意愿研究:基于TAM3

A STUDY ON COLLEGE TEACHERS'WILLINGNESS TO USE ONLINE TEACHING PLATFORM BASED ON TAM3

互联网环境下,随着教学模式和教学观念的多元化日渐深入发展,网络教学平台用户使用影响因素的研究对教学质量的提升和教育技术现代化的实现有着重要意义。研究基于TAM3理论构建教师使用网络教学平台采纳意愿模型,使用PLS-SEM验证模型的解释能力与变量的显著性进行实证分析。结果显示:工作相关性显著正向影响感知有用性,同时通过感知有用性间接影响采纳意愿;个体创新性、计算机自我效能、外部支持同时显著影响感知易用性,并通过感知易用性间接影响采纳意愿;感知易用性显著影响感知有用性和采纳意愿;主观规范对感知有用性和采纳意愿没有影响;个体创新性和计算机自我效能对感知有用性无显著影响;模型的解释能力达到0.591。

In the Internet environment,with the deepening of diversified teaching models and teaching concepts,the study of factors that affect usage of online teaching platforms has significant implications for improving teaching quality and achieving modernization of educational technology.Based on the TAM3 theory,this study constructs a model of teacher's willingness to adopt the use of online teaching platforms and conducts an empirical analysis by using PLS-SEM to validate the explanatory power of the model and the significance of variables.The results show that work relevance significantly and positively affects perceived usefulness,and indirectly affects adoption willingness through perceived usefulness;individual innovativeness,computer self-efficacy,and external support significantly affect perceived ease of use,and indirectly affect adoption willingness through perceived ease of use;perceived ease of use significantly affects perceived usefulness and adoption willingness;subjective norms have no impact on perceived usefulness and adoption willingness;individual innovativeness and computer self-efficacy have no significant impact on perceived usefulness;the explanatory power of the model reaches 0.591.