高校教师MOOC采纳行为的影响因素分析——基于P大学的跨案例研究

Analysis on the Influence Factors of University Teachers' MOOC Adoption Behavior——A Cross-case Study based on P-University

文章基于技术采纳相关理论,采用跨案例研究法和分层目的抽样,通过对P大学5位教师的访谈分析,发现:不同教师对于MOOC教育属性和传播属性的定位存在差异,据此可将受访教师的MOOC观总结为四种;教师自身教育理念与MOOC观的匹配程度,决定了教师的MOOC采纳行为,而不同理念导向下的受访教师可被划分为MOOC的积极践行者、冷静旁观者、慎重考察者等三种实践类型;教师感知到的技术有用性与易用性,会间接影响其MOOC采纳行为。文章的研究可为高校教师开展MOOC教学实践、找准MOOC定位提供理论参考,有助于推动高校信息化的建设与改革。

Based on the relevant theories of technology adoption, this paper adopted cross-case study method and stratified purposive sampling, and carried out interview analysis of five teachers from P University. It was found that different teachers had different orientations to MOOC education attribute and communication attribute. Thus, interview teachers’ MOOC concepts could be summarized into four types. Besides, the matching degree of teacher’s own educational concept and his/her MOOC concept determined his/her MOOC adoption behavior. Interview teachers guided by different concepts could be divided into three practice types of active practitioners, calm spectators and cautious investigators. Furthermore, teacher’s perceived usefulness and usaliablity of technology could indirectly affect his/her MOOC adoption behavior. The results of this paper could provide theoretical reference for college teachers to carry out MOOC teaching practice and find MOOC orientation, and help to promote the construction and reform of informationization in colleges and universities.