[1]鲍日勤.开放教育学习者移动学习使用意愿影响因素研究[J].远程教育杂志,2017,(03):102-112.[doi:10.15881/j.cnki.cn33-1304/g4.2017.03.012]
 Bao Riqin.Research on Influence Factors for Intention of Learners to Use Mobile Learning in Open Education[J].Distance Education Journal,2017,(03):102-112.[doi:10.15881/j.cnki.cn33-1304/g4.2017.03.012]
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开放教育学习者移动学习使用意愿影响因素研究()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2017年03期
页码:
102-112
栏目:
深度阐述
出版日期:
2017-05-15

文章信息/Info

Title:
Research on Influence Factors for Intention of Learners to Use Mobile Learning in Open Education
作者:
鲍日勤
衢州广播电视大学,浙江衢州 324000
Author(s):
Bao Riqin
Quzhou Radio and Television University,Quzhou Zhejiang 324000
关键词:
开放大学移动学习使用意愿UTAUT模型影响因素
Keywords:
Open universities Mobile learning Intention to use UTAUT model Influence factors
分类号:
G728
DOI:
10.15881/j.cnki.cn33-1304/g4.2017.03.012
文献标志码:
A
摘要:
开放大学师生之间处于准分离的状态,移动学习方式有助于消除距离对教与学带来的障碍与影响,也很好地契合了开放大学所倡导的人人皆学、时时能学和处处可学的办学理念。针对开放教育学习者移动学习行为现状,整合技术接受与使用模型(UTAUT模型)为基础理论框架的实证分析显示,感知趣味性、个人创新、社会影响、绩效期望对开放教育学习者使用移动学习有积极正向影响;努力期望对使用意愿有消极负向影响;感知财政成本对使用意愿影响不显著;不同性别、年级和专业的学习者在使用意愿上没有显著差异;不同移动学习使用频率的学习者在使用意愿上有显著差异。因此,增强移动学习的趣味性、确保移动学习的有效性、培养学习者的创新能力、扩大移动学习的影响力、提升移动学习的易用性、提高移动学习的参与度等因素均对开放教育学习者的移动学习存在积极的影响。
Abstract:
The relationship between the teachers and students in open universities is in a quasi-separation state. The mobile learning mode helps to eliminate the obstacles and effects of distance teaching and learning. It also fits well with the theory on school management of everyone learning, learning everywhere at any time advocated by the open universities. For the status quo of mobile learning behavior of open education learners, an empirical analysis of theoretical framework based on Unified Theory of Acceptance and Use of Technology (UTAUT model) shows that the perception of interest, personal innovation, social impact and performance expectations have a positive impact on open education learners in using mobile learning; effort expectancy has a negative impact on the intention to use; perception of financial costs has no significant impact on the intention to use; there is no significant difference on intention of learners at different genders, grades and trades; there is a significant difference on intention of learners with different frequency of mobile learning. Therefore, the factors such as enhancing fun of mobile learning, ensuring effectiveness of mobile learning, cultivating innovation ability of learner, expanding influence of mobile learning, improving usability of mobile learning and participation of mobile learning have a positive impact on mobile learning of learners in open education.

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备注/Memo

备注/Memo:
基金项目:本文系浙江省教育科学规划2017年度研究课题“基于结构方程模型的开放教育学习者移动学习满意度研究”(项目编号:2017SCG125)、浙江广播电视大学2016年首届科研创新团队项目“移动学习教学创新研究”、浙江广播电视大学2016年高等教育教学改革项目“移动学习在开放教育《基础会计》课程教学中的应用研究”(项目编号:XJG201606)的阶段性研究成果。
更新日期/Last Update: 2017-05-15