作　　者： ; ;

机构地区： 香港中文大学

出　　处： 《西北师大学报（社会科学版）》 2021年第5期84-95,共12页

摘　　要： 基于计划行为理论和实用性伦理,通过对全国高校34073名大学生的问卷调查,了解不同背景特征的大学生对网络教学的认同感,分析其接受网络教学的行为意向的影响因素。研究结果显示,结合网络教学变革特征而修订的大学生网络教学认同感问卷具有良好的信效度;学生的院系、家庭和个体等背景特征对其接受网络教学的行为意向的解释能力较低但多为显著;大学生对网络教学的认同感水平较高,且学生对网络学习的成本效益评估、行为控制、主观标准和态度对其接受网络教学的行为意向解释能力很强;大学生对网络教学的成本效益评估评分较低,但这一因素却是影响大学生网络学习行为意向的关键。这些发现从大学生学习经验的角度丰富了认同感的相关研究,同时也为高校网络教学质量评估和未来的常态化发展提供了启示。 This study,based on the Theory of Planned Behavior and the Practical Ethics,conducted a questionnaire among 34073 college students nationwide to investigate the receptivity of college students with different background characteristics towards online teaching and analyzed the factors influencing their behavioral intention to adopt online teaching.The results suggest that,combined with the characteristics of online teaching,the revised questionnaire for assessing college students’receptivity to online teaching had acceptable reliability and validity.Students’background characteristics,such as university/faculty,family and individual,had little influence on their behavior intention of accepting online teaching,but most of the predictors were significant.College students show a high acceptance towards online teaching,and their cost-benefit appraisal,perceived behavior control,subjective norms and attitude towards online learning had a strong influence on their behavioral intention to adopt online teaching.College students scored relatively low in cost-benefit appraisal of participating in online teaching,but this factor was the most critical one influencing their behavioral intention.From the perspective of college students learning experience,this study not only enriches the theoretical and empirical research on student receptivity,but also provides suggestions for evaluating the quality of online teaching and its normalized development in Chinese higher education institutions in future.

关 键 词： 学生认同感 网络教学 计划行为理论 实用性伦理

领　　域： [文化科学—教育学] [文化科学—教育技术学]