作　　者： (王国华）;

机构地区： 陕西师范大学教育学院,陕西西安710000

出　　处： 《电化教育研究》 2017年第9期24-28,共5页

摘　　要： 研究混合式学习环境中的知识共享影响因素及其作用路径这对于提升混合式学习效果具有重要意义。文章以具有混合式学习经验的大学生群体为对象,以计划行为理论为基础构建了影响学习者知识共享的假设模型,通过问卷调查的方式进行了模型验证。通过研究发现,学习者主观规范、行为态度、知觉行为控制、关系质量、预期收益可以直接影响学习者的知识共享意向,而技术工具及知识属性需要通过知觉行为控制间接影响知识共享意向。在研究影响因素的基础上,提出引导学生维持良好的集体关系、建立知识共享激励机制、培养及提升学生自我效能感、提供并引导学生合理使用技术工具等策略。 It is significant to study the contributory factors and their paths of knowledge sharing in a blended learning environment. College students with blended learning experience are chosen as research objects in this study. Based on the theory of planned behavior, this paper constructs a hypothesis model that influences learners’ knowledge sharing, and carries out the model verification through questionnaire survey. The study results indicate that learners’ subjective norms, behavioral attitude, perceptual behavior control, relationship quality and prospective earnings can directly affect their knowledge sharing intention,and technical tools and knowledge attributes can indirectly influence the intention of knowledge sharing through the control of perceptual behaviors. Finally, the paper proposes some strategies,including instructing students to keep good collective relationship, establishing knowledge sharing incentive mechanism, cultivating students’ self-efficacy, helping students to use technical tools rationally.

关 键 词： 知识共享 混合式学习 计划行为理论