数字化转型下高职教师持续使用混合教学的影响研究:基于自我决定理论的视角

Research on the Impact of Continuous Use of Blended Teaching by Higher Vocational College Teachers under the Background of Digital Transformation:From the Perspective of Self-Determination Theory

教师持续使用技术是教育数字化转型的落脚点,理清其影响因素能更好促进技术的创新扩散。考虑到技术支持的混合教学已成为课堂教学变革的重要途径,以高职教师的个体采纳为研究对象,提出了基于自我决定理论的高职教师持续使用混合教学影响模型,构建了经过信效度检验的影响因素测量量表,并采集了4所高职院校的683个有效样本,利用结构方程模型验证了教师持续使用混合教学的内部调节、整合调节、认同调节及摄入调节等四种机制。结果表明:感知有趣对持续使用意向及行为存在正向作用;感知形象通过感知有用和满意度(使用后)的中介作用对持续使用意向及行为产生正向影响;感知有用和满意度(使用后)正向影响持续使用意向及行为;主观规范通过遵从机制、内化机制和同化机制正向影响持续使用意向及行为。该研究验证了自我决定理论在高职院校混合教学改革情境下的适用性,可为深化高职教师混合教学改革实践提供理论依据。

The continuous use of technology by teachers is the key of digital transformation in education.Clarifying its influencing factors can better promote the innovation and diffusion of technology.Considering that technology-supported blended teaching has become an important way for classroom teaching reform,taking the individual adoption of higher vocational college teachers as the research object,a model of the impact of continuous use of blended teaching by higher vocational college teachers based on self-determi⁃nation theory was proposed,and a reliability and validity tested measurement scale for influencing factors was constructed.683 valid samples from 4 higher vocational colleges were collected.The structural equa⁃tion model was used to verify the four mechanisms:internal regulation,integration regulation,identification regulation and intake regulation of continuous use of blended teaching by teachers.The results indicate that perceived interestingness has a positive effect on sustained usage intention and behavior;Perceived im⁃age has a positive impact on sustained usage intention and behavior through the mediating effect of per⁃ceived usefulness and satisfaction(after use);Perceived usefulness and satisfaction(after use)have a posi⁃tive impact on sustained intention and behavior to use;Subjective norms have a positive impact on sus⁃tained use intention and behavior through compliance mechanisms,internalization mechanisms,and assimi⁃lation mechanisms.This study verifies the applicability of self-determination theory in the context of blend⁃ed teaching reform in higher vocational colleges,and can provide a theoretical basis for deepening the practice of blended teaching reform for higher vocational college teachers.