校际在线课程共享情境下的SPOC混合教学行为意愿研究——基于TAM模型的结构方程多群组视角

Behavioral Intention of SPOC Blended Teaching in the Context of Intercollegiate Online Course Sharing—Multi-Group View of Structural Equation Based on TAM Model

民办高职院校普遍存在校本在线课程资源不丰富进而共享校际在线开放课程资源开展SPOC混合教学的现象,针对此背景下学生的学习行为进行实证分析有利于创新在线开放课程资源共享模式、提高资源利用率、切实提升SPOC混合教学质量。以民办高职院校利用中国大学MOOCs平台开展SPOC混合教学的3门高职财会课程为研究样本,将SPOC混合教学视为新兴教育技术,利用TAM模型进行学生行为路径分析,并将性别、课程性质作为属性变量进一步做多群组对比分析,进而为民办高职院校共享校际在线课程资源背景下开展SPOC混合教学提供科学、客观的参考。

It is a common phenomenon in private higher vocational college that school-based curriculum re-sources are not rich, which makes the SPOC to be carried out by intercollegiate online open course resource. It will be conducive to innovation, improve the utilization rate of resources, and promote the teaching quality of SPOC mixed, by empirically analyzing the students’ learning behavior according to this background. Taking three higher vocational accounting courses of SPOC mixed teaching carried out by private higher vocational colleges on the MOOCs platform of Chinese universities as research samples, SPOC mixed teaching was regarded as an emerging education technology and TAM model was used to analyze student behavior path, and gender and course nature were taken as attribute variables for further multi-group comparative analysis. Furthermore, it provides scientific and objective reference for private vocational colleges to carry out SPOC blended teaching under the background of sharing inter-school online course resources.