本文關(guān)鍵詞： MOOC 采納意愿 感知價(jià)值理論 信息系統(tǒng)成功模型　出處：《哈爾濱工業(yè)大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：MOOC(大規(guī)模在線開放課程)由于其具有大量名校不同學(xué)科的優(yōu)質(zhì)課程、且可以隨時(shí)隨地在線學(xué)習(xí)等優(yōu)點(diǎn),吸引了全世界的廣泛關(guān)注。然而伴隨著MOOC的快速發(fā)展,出現(xiàn)了學(xué)習(xí)者采納意愿不高的問題,這將導(dǎo)致MOOC資源利用率較低。因此,本研究的目的在于構(gòu)建創(chuàng)新的理論模型,挖掘高校大學(xué)生MOOC采納意愿的影響因素,在豐富MOOC采納意愿研究理論的同時(shí),在實(shí)踐方面提出相關(guān)策略,使更多高校大學(xué)生采納MOOC,起到真正意義的教育變革。首先,本研究在系統(tǒng)梳理以往研究涉及的理論后,創(chuàng)新性地以感知價(jià)值理論為核心,在感知利失部分增加感知風(fēng)險(xiǎn)這一變量,同時(shí)結(jié)合DM信息系統(tǒng)成功模型理論引入三個(gè)變量,構(gòu)建了本文的理論模型。其次,對(duì)本研究模型中的變量進(jìn)行定義并提出路徑關(guān)系的研究假設(shè)。在經(jīng)過前人驗(yàn)證的測(cè)量量表的基礎(chǔ)上,結(jié)合MOOC平臺(tái)的獨(dú)有特征,設(shè)計(jì)測(cè)量量表和調(diào)查問卷,為后續(xù)研究數(shù)據(jù)的收集做鋪墊。最后,采用問卷調(diào)查法對(duì)國(guó)內(nèi)高校大學(xué)生發(fā)放問卷,對(duì)獲得的有效樣本數(shù)據(jù)采用SPSS20.0、smartPLS2.0作為數(shù)據(jù)分析工具,依次進(jìn)行共同方法偏差檢驗(yàn)、信度與效度分析來檢驗(yàn)問卷的可靠性,并進(jìn)行結(jié)構(gòu)方程模型分析和中介效應(yīng)分析對(duì)模型進(jìn)行驗(yàn)證。最終模型經(jīng)過檢驗(yàn)后,證實(shí)了大部分的路徑假設(shè):第一,高校大學(xué)生對(duì)MOOC的感知價(jià)值對(duì)采納意愿存在積極的影響。第二,高校大學(xué)生對(duì)MOOC的感知利得部分的3個(gè)變量對(duì)感知價(jià)值產(chǎn)生積極的影響,而感知利失部分對(duì)感知價(jià)值存在消極的影響。第三,MOOC的信息質(zhì)量、系統(tǒng)質(zhì)量對(duì)高校大學(xué)生對(duì)MOOC的感知有用性和感知易用性產(chǎn)生積極的影響。同時(shí)證實(shí)了高校大學(xué)生對(duì)MOOC的感知價(jià)值的中介效應(yīng)顯著。綜上,本研究提出MOOC在技術(shù)、管理、教學(xué)方面的改進(jìn)策略,從而提高高校大學(xué)生對(duì)于MOOC平臺(tái)的采納意愿,發(fā)掘更多的潛在用戶,提高M(jìn)OOC平臺(tái)的資源回報(bào)率,促進(jìn)在線教育的良好發(fā)展。
[Abstract]:MOOC-based online Open course (MOOC-based) has attracted worldwide attention due to its high quality courses in different disciplines and the ability to learn online at any time and anywhere. However, with the rapid development of MOOC, MOOC-based courses have attracted more and more attention from all over the world. Therefore, the purpose of this study is to construct an innovative theoretical model to explore the influencing factors of college students' willingness to adopt MOOC. While enriching the theory of MOOC's willingness to adopt, it puts forward some relevant strategies in practice to make more college students adopt MOOC.Firstly, after systematically combing the theories involved in previous studies, this study has a real meaning in educational reform. Innovatively taking the theory of perceived value as the core, increasing the perceived risk in the part of perceived profit and loss, and combining with the successful model theory of DM information system, three variables are introduced to construct the theoretical model of this paper. The variables in this research model are defined and the research hypotheses of path relationship are put forward. Based on the measurement scale verified by predecessors and the unique characteristics of MOOC platform, the measurement scale and questionnaire are designed. Finally, the questionnaire method is used to distribute the questionnaire to the domestic college students, and SPSS 20.0 smart PLS2.0 is used as the data analysis tool, and the common method deviation test is carried out in turn. Reliability and validity analysis were used to test the reliability of the questionnaire, and structural equation model analysis and intermediary effect analysis were carried out to verify the model. The perceived value of college students to MOOC has a positive impact on the willingness to adopt. Secondly, the three variables of the perceived benefits of college students to MOOC have a positive impact on perceived value. The perceived gain and loss have a negative impact on perceived value. Third, the information quality of MOOC, The system quality has a positive effect on the perceived usefulness and ease of use of MOOC for college students. Meanwhile, it is confirmed that the intermediary effect of college students on the perceived value of MOOC is significant. In summary, this study proposes that MOOC plays an important role in technology and management. In order to improve the college students' willingness to adopt MOOC platform, explore more potential users, improve the resource return rate of MOOC platform, and promote the good development of online education.
【學(xué)位授予單位】：哈爾濱工業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434

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