本文選題：Blackboard平臺　切入點：使用意愿　出處：《東北師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：21世紀(jì)高等教育越來越關(guān)注網(wǎng)絡(luò)教育,而網(wǎng)絡(luò)教育的關(guān)鍵與重點是基于網(wǎng)絡(luò)教育平臺,以建構(gòu)主義觀點——學(xué)習(xí)者為中心的視角來看,其核心是網(wǎng)絡(luò)學(xué)習(xí),因為它擁有時空的自由與可獲性、媒體選擇的多樣性、資源利用的可重復(fù)性及教學(xué)個性化、學(xué)習(xí)自主化、反饋及時化等諸多優(yōu)點。利用網(wǎng)絡(luò)教育平臺不僅改革了原有的教育方式,同時又兼顧了遠(yuǎn)程式網(wǎng)絡(luò)教育的便利性和優(yōu)越性。本研究以問卷調(diào)查法為主要研究方法,以東北師范大學(xué)使用過Blackboard教學(xué)平臺的在校學(xué)生為研究對象,針對Blackboard平臺在教學(xué)中的應(yīng)用進(jìn)行現(xiàn)狀調(diào)查,并基于UTAUT模型對學(xué)生的問卷進(jìn)行設(shè)計,以“績效期望”、“努力期望”、“社群影響”、“目標(biāo)期望”“便利條件”、“信息素養(yǎng)”、“內(nèi)容評價與體驗”為分析元素,以性別、年級、課程選擇、學(xué)習(xí)風(fēng)格為調(diào)節(jié)因素,使用量化研究的方式對影響學(xué)生使用Blackboard平臺的意愿進(jìn)行分析研究,根據(jù)分析數(shù)據(jù)后得到結(jié)果:對高校學(xué)生使用BB平臺意愿的正向影響因素程度由高到低的分別為社群影響、便利條件、目標(biāo)期望,負(fù)向影響因素程度由高到低的分別為努力期望、信息素養(yǎng);與先前預(yù)測不同的是內(nèi)容體驗與績效期望兩個因素并非直接影響因素,但該兩項對其余五項核心因素具有一定影響;四個調(diào)節(jié)因素對使用意愿均具備調(diào)節(jié)作用,其中學(xué)習(xí)風(fēng)格、課程選擇的調(diào)節(jié)作用更全面、力度更大。通過對影響因素的分析,本研究在結(jié)合開放性問答中參與調(diào)研的學(xué)生給出的答案,針對核心影響因素,提出相應(yīng)的五項建議,以期為提升平臺使用意愿、進(jìn)而促進(jìn)使用行為提出具有可推廣性、科學(xué)合理的策略。
[Abstract]:In 21th century, higher education paid more and more attention to network education. The key and emphasis of network education is based on the platform of network education. From the perspective of constructivism-learners, its core is network learning. Because it has the freedom and availability of time and space, the diversity of media choices, the repeatability of the use of resources, the individualization of teaching, and the autonomy of learning. The use of network education platform not only reformed the original education mode, but also gave consideration to the convenience and superiority of distance network education. Taking the students of Northeast normal University who have used the Blackboard teaching platform as the research object, the present situation of the application of the Blackboard platform in teaching is investigated, and the questionnaire of the students is designed based on the UTAUT model. With "performance expectation", "effort expectation", "community influence", "goal expectation" "convenience", "information literacy", "content evaluation and experience" as analysis elements, gender, grade, course selection, learning style as adjustment factors, Quantitative research was used to analyze the students' willingness to use the Blackboard platform. According to the analysis data, the results were as follows: the degree of positive influence factors of college students' willingness to use BB platform was from high to low respectively for the community. Convenience, target expectation, negative influence factors from high to low are effort expectation, information literacy, content experience and performance expectation are not direct influence factors. However, these two factors have certain influence on the other five core factors, and the four regulating factors all have the regulating effect on the willingness to use, among which the learning style and the curriculum selection are more comprehensive and more powerful. Through the analysis of the influencing factors, Based on the answers given by the students who participated in the open question and answer, this study puts forward five corresponding suggestions in view of the core influencing factors, in order to promote the willingness to use the platform, and then promote the use of behavior to put forward extensible. A scientific and rational strategy.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434

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本文編號：1611821