从工具理性走向价值理性:我国大学生在线教学持续使用意愿的影响因素

From Instrumental Rationality to Value Rationality:The Factors Influencing Chinese College Students’Continuous Intention to Use Online Teaching

本研究采用整合型技术采纳与使用理论模型(UTAUT),基于全国416所高校的112880份大学生样本数据,研究我国大学生在线教学持续使用意愿的影响因素和生成机制。研究发现,我国大学生群体对在线教学总体持肯定态度,有较高的期望,导致持续使用意愿容易遭遇“期望——不一致”陷阱,出现高开低走的波动。机理分析显示,当前的在线教学受传统电化教学思路影响较深,“在线教育”滞留于“教育在线”,忽视新对象、新技术与新场域之间的融合,以致大学生对在线教育的个性化需求和拓展性期望未能得到充分回应,导致在线教学面临质量感知的新鸿沟。本研究从增强交互意识、强化创新文化、加快技术迭代等方面提出对策,以持续提升学生在线教学持续使用意愿,促进在线教学从传统的工具理性转向价值理性,实现学习范式变革。

Based on the Unified Theory of Acceptance and Use of Technology(UTAUT)model,this study examined the factors influencing the mechanisms driving the continuous intention to use online teaching among college students in China.Utilizing a sample of 112,880 college students across 416 universities nationwide,the study found that Chinese college students had a generally positive acceptance of online teaching and had high expectations for it.The study also found that the"expectation-disconfirmation"trend with significant fluctuations of"start high and end low"in their continuous usage intentions.Analysis of the mechanisms behind this revealed that current online teaching was heavily influenced by traditional educational technology methods,stagnating at merely putting"education online"without fully integrating new subjects,technologies,and modalities.This neglected students'individual needs and expansive expectations for online education,resulting in a"new digital divide"in online teaching.To address this issue,the study suggested enhancing interaction awareness,emphasizing a culture of innovation,and strengthening technological iteration,among other specific strategies.These strategies,aiming to continuously innovate and enhance students'continuous usage intentions for online teaching,promote"learning paradigm shift"from the traditional"instrumental rationality"paradigm to a"value rationality"paradigm.