基于结构方程模型的混合式教学满意度模型构建研究——以滁州学院“财务管理”课程为例

Construction of Mixed Teaching Satisfaction Model Based on Structural Equation Model

混合式教学是新时代教育信息化背景下推进互联网信息技术与教育教学有效融合的重要途径,能够对传统课程教学模式进行有效重构,推动深度学习,提升教学效果。基于美国顾客满意度指数模型并结合技术接受模型提出混合式教学满意度概念模型及研究假说,利用滁州学院“财务管理”课程调查数据,运用结构方程模型对理论模型进行实证检验。通过实证分析,可以得出结论:教师特征感知正向影响平台特征感知、教学交互感知和混合式教学满意度;平台特征感知正向影响教学交互感知和感知易用性;教学交互感知正向影响混合式教学满意度和感知易用性;感知易用性正向显著影响混合式教学感知价值;感知价值正向影响混合式教学满意度,而混合式教学满意度正向影响持续混合式学习意愿。最后,从学校教师、学生主体和社会平台三个层面提出对策建议以推动混合式教学质量与效果提升,提高混合式教学满意度水平。

Hybrid teaching is an important way to promote the effective integration of Internet information technology and education and teaching under the background of education informatization in the new era.It can effectively reconstruct the traditional course teaching mode,promote deep learning and improve the teaching effect.Based on the American customer satisfaction index model and combined with the technology acceptance model,the conceptual model and research hypothesis of hybrid teaching satisfaction are proposed.The theoretical model is empirically tested by structural equation model using the survey data of financial management course of Chuzhou University.Through empirical analysis,it can be concluded that teacher’s characteristic perception positively affects platform characteristic perception,teaching interaction perception and mixed teaching satisfaction;Platform feature perception positively affects teaching interaction perception and perceived ease of use;Teaching interaction perception positively influences mixed teaching satisfaction and perceived ease of use;Perceived ease of use positively influences perceived value of blended teaching;Perceived value positively influences blended teaching satisfaction,while blended teaching satisfaction positively influences continuous blended learning intention.Finally,countermeasures and suggestions are put forward from the three levels of school teachers,students and social platforms to promote the quality and effect of hybrid teaching and improve the satisfaction level of hybrid teaching.