本文選題：在線學(xué)習 + 服務(wù)質(zhì)量��； 參考：《電子科技大學(xué)》2011年博士論文

【摘要】：在線學(xué)習(web BaSed Leanling，wBL)作為B2c電子商務(wù)的一種特殊形式，突破了時空限制，成本更低，能滿足不同年齡用戶的教育服務(wù)需求，具有很大的發(fā)展?jié)摿�。有關(guān)數(shù)據(jù)顯示，2011年中國在線學(xué)習市場的用戶規(guī)模將達到2900萬，市場整體規(guī)模將達405億元人民幣。然而，艾瑞咨詢的調(diào)查表明，學(xué)習者對wBL服務(wù)質(zhì)量的擔憂、不信任、對學(xué)習的不滿意等在很大程度上阻礙了wBL的發(fā)展。研究wBL服務(wù)質(zhì)量的評價和改進是wBL組織機構(gòu)以及學(xué)術(shù)界重要的課題之一。 wBL與傳統(tǒng)的課堂教育不同，具有更豐富的學(xué)習活動與交互形式，可以在空間和時間的維度上進行多種組合學(xué)習模式，傳統(tǒng)課堂教育研究的結(jié)論不能直接應(yīng)用于wBL服務(wù)質(zhì)量的評價上。同時，wBL通過互聯(lián)網(wǎng)提供的“教”和“學(xué)”的服務(wù)，涉及到多方的互動，學(xué)習者對服務(wù)質(zhì)量的感知不是簡單的對網(wǎng)絡(luò)服務(wù)的感知，也不能用網(wǎng)站服務(wù)質(zhì)量模型對其進行測量和評價。建立專門wBL的服務(wù)質(zhì)量評價體系是當前亟待解決的問題。 學(xué)術(shù)界對wBL服務(wù)質(zhì)量的研究還遠遠不夠。僅有的與之相關(guān)的研究主要從教育理論、心理學(xué)角度進行定性的研究，關(guān)于服務(wù)質(zhì)量的指標不夠全面，有關(guān)指標的測量也存在著很大的難度。隨著互聯(lián)網(wǎng)技術(shù)的發(fā)展，，基于wBL的學(xué)習活動形式更加豐富，同步和異步學(xué)習方式在同一個wBL平臺中得以集成，而目前的研究基本部是研究同步的或者異步的，有關(guān)結(jié)論的應(yīng)用也受到很大的限制。 本文從在線學(xué)習服務(wù)機構(gòu)的角度出發(fā)，借鑒了6(?)的“D-M-A-I-c”流程管理方法，將服務(wù)質(zhì)量、技術(shù)采納等管理理論引入到wBL研究中，對wBL服務(wù)質(zhì)量的評價和改進進行了研究，具有開創(chuàng)性的意義。本文將回笞在線學(xué)習機構(gòu)應(yīng)建設(shè)什么樣的學(xué)習平臺，提供怎樣的服務(wù)，對這些服務(wù)該如何進行測量和評價，以最大限度地滿足學(xué)習者的需要，提高在線學(xué)習機構(gòu)的效益等問題。本文主要做了以下工作。 首先，本文對wBL的學(xué)習過程進行了分析，明確了wBL服務(wù)中的兩個關(guān)鍵問題：如何促使用戶接受wBL系統(tǒng)和在用戶使用過程中提供什么樣的服務(wù)，以促進客戶滿意，提高學(xué)習成效。 其次，本文對用戶接受wBL系統(tǒng)的關(guān)鍵影響因素進行了研究。借鑒了網(wǎng)站成功模型和技術(shù)接受模型等理論，提出了相關(guān)的評價指標，并通過實證進行了分析。結(jié)果表明系統(tǒng)質(zhì)量和交互質(zhì)量是影響用戶接受wBL的關(guān)鍵因素。內(nèi)容質(zhì)量雖然也與用戶滿意呈正相關(guān)關(guān)系，但影響不顯著。在此基礎(chǔ)上本文提出了wBL的采納模型。 接著，本文對用戶wBL學(xué)習成效的影響因素進行了測量。實證研究表明，系統(tǒng)質(zhì)量、內(nèi)容質(zhì)量、學(xué)習者對異步交互關(guān)系的滿意度是影響用戶學(xué)習成效的主要因素。此外，個人因素，如受教育程度等對學(xué)習成效也有顯著影響。 在以上研究的基礎(chǔ)上，本文借鑒服務(wù)質(zhì)量差距模型，提出了wBL服務(wù)質(zhì)量評價指標體系和wBL服務(wù)過程的差距模型，明確了wBL提供機構(gòu)服務(wù)改進的關(guān)鍵。 最后，本文根據(jù)研究結(jié)論，對在實證應(yīng)用的面向終身學(xué)習的教育考試服務(wù)平臺服務(wù)質(zhì)量提出了改進策略和路徑，具有較高的針對性和可行性。
[Abstract]:As a special form of B2c e - commerce , online learning ( web BaSed Leaning , wBL ) breaks through space - time restrictions , lower cost , can meet the educational service demand of users of different ages , and has great potential for development . According to the data , the users of online learning market in China will reach 29 million yuan in 2011 , and the overall market size of the market will reach RMB 405 billion . However , the research on the quality of service of wBL has hindered the development of wBL . The research on the evaluation and improvement of the quality of service of wBL is one of the important topics in wBL organization and academic circle .

wBL is different from traditional classroom education , has richer learning activities and interactive forms , can carry out a variety of combined learning modes in the dimensions of space and time , and the conclusion of traditional classroom education research cannot be directly applied to the evaluation of the service quality of wBL .

The research on the quality of service of wBL is not enough . The only research related to it is qualitative research from the theory of education and psychology . With the development of Internet technology , the learning activities based on wBL are more rich , synchronous and asynchronous learning are integrated in the same wBL platform , and the current research base is research synchronous or asynchronous , and the application of relevant conclusions is also limited .

Starting from the angle of online learning service organization , this paper introduces the management method of " D - M - A - I - c " process of 6 ( ? ) , introduces the management theory of quality of service and technology adoption into wBL research , and studies the evaluation and improvement of wBL quality of service .

Firstly , this paper analyzes the learning process of wBL , and defines two key problems in wBL service : how to promote the user to accept wBL system and what kind of service is offered in user ' s use , so as to promote customer satisfaction and improve learning effectiveness .

Secondly , the key influencing factors of user ' s acceptance of wBL system are studied in this paper . Based on the theory of website success model and technology acceptance model , this paper puts forward relevant evaluation indexes and makes analysis by demonstration . The results show that the system quality and interactive quality are the key factors that affect users ' acceptance of wBL . The quality of content is also positively correlated with user satisfaction , but the effect is not significant . Based on this , the adoption model of wBL is proposed .

Then , this paper makes a survey on the influencing factors of the learning effectiveness of user wBL . The empirical research shows that the satisfaction of the system quality , the content quality and the learner ' s satisfaction with the asynchronous interactive relationship is the main factor that influences the learning effectiveness of the user . Moreover , the personal factors , such as the degree of education , have a significant impact on the effectiveness of learning .

Based on the above research , this paper puts forward the gap model of wBL service quality evaluation index system and wBL service process based on the quality of service gap model , and makes clear the key of the improvement of the service improvement of wBL .

Finally , according to the research conclusion , this paper puts forward an improved strategy and path for the service quality of lifelong learning service service platform , which has high pertinence and feasibility .
【學(xué)位授予單位】：電子科技大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2011
【分類號】：G434

【引證文獻】

相關(guān)碩士學(xué)位論文 前1條

1 鄭磊;微信用戶采納影響因素研究[D];北京郵電大學(xué);2013年

本文編號：2082105