MOOC持续参与动机演变机制与影响因素研究
Study on the Evolution Mechanism and Influencing Factors of MOOC Motivation for Continuous Participation
摘要: 本文着眼于职业教育参与持续参与度，针对职业教育典型特点，系统研究持续参与MOOC在线学习行为动机演变机制，构建持续参与MOOC在线学习的影响因素模型。通过实证证明，感知有用性、感知易用性、期望确认、满意度是影响MOOC持续参与的核心因素，对持续参与意向有显著的正向影响。内在动机对持续参与MOOC意向有显著的正向影响，对学习满意度没有明显的影响关系；感知娱乐性对满意度有显著的正向影响，对持续参与意向有间接的正向影响。据此，本文从职业教育MOOC平台建设、MOOC课程设计、MOOC课程维护三个方面提出职业教育在线学习MOOC建设与维护优化对策。
Abstract: Focusing on the degree of continuous participation in vocational education and the typical characteristics of vocational education, this paper systematically studies the evolution mechanism of behavior motivation of continuous participation in MOOC online learning, and constructs the influencing factor model of continuous participation in MOOC online learning. The empirical results show that perceived usefulness, perceived ease of use, expectation confirmation, and satisfaction are the core factors that affect the continuous participation of MOOC, and have a significant positive impact on the intention of continuous participation. Intrinsic motivation has a significant positive impact on the intention to continue to participate in MOOC, but has no significant impact on learning satisfaction. Perceived entertainment has a significant positive impact on satisfaction, and has an indirect positive impact on the intention of continuous participation. Based on this, this paper proposes the optimization countermeasures for the construction and maintenance of online learning MOOC in vocational education from three aspects: the construction of vocational education MOOC platform, MOOC curriculum design, and MOOC curriculum maintenance.
文章引用：乔宁, 孙雷霆, 单文宣. MOOC持续参与动机演变机制与影响因素研究[J]. 职业教育发展, 2022, 11(6): 566-580. https://doi.org/10.12677/VE.2022.116088

参考文献

[1] Bhattacherjee, A. (2001) An Empirical Analysis of the Antecedents of Electronic Commerce Service Continuance. Deci-sion Support Systems, 32, 201-214. [Google Scholar] [CrossRef] 
[2] Bhattacherjee, A., Perols, J. and Sanford, C. (2008) Information Technology Continuance: A Theoretic Extension and Empirical Test. Journal of Computer Information Systems, 3, 17-26. [Google Scholar] [CrossRef] 
[3] Tsang, S.C. and Liang, T.P. (2004) Consumer Attitudes toward Mobile Advertising: An Empirical Study. International Journal of Elec-tronic Commerce, 8, 65-78. [Google Scholar] [CrossRef] 
[4] Lin, W.S. and Wang, C.H. (2012) Antecedence to Continued Intentions of Adopting e-Learning System in Blended Learning Instruction: A Contin-gency Framework Based on Models of Information System Success and Task-Technology Fit. Computers & Education, 58, 88-99. [Google Scholar] [CrossRef] 
[5] Pursel, B.K., Zhang, L., Jablokoe, K.W. and Choi, G.W. (2016) Understanding MOOC Students: Motivations and Behaviours Indicative of MOOC Completion. Journal of Computer Assisted Learning, 32, 202-217. [Google Scholar] [CrossRef] 
[6] Gagne, M. and Deci, E.L. (2005) Self-Determination Theory and Work Motivation. Journal of Organizational Behavior, 26, 331-362. [Google Scholar] [CrossRef] 
[7] Roca, J.C. and Gagné, M. (2008) Understanding e-Learning Continuance Intention in the Workplace: A Self-Determination Theory Perspective. Computers in Human Behavior, 24, 1585-1604. [Google Scholar] [CrossRef] 
[8] Sorebo, O., Halvari, H., Gulli, V.F. and Kristiansen, R. (2009) The Role of Self-Determination Theory in Explaining Teachers’ Motivation to Continue to Use e-Learning Technology. Computers & Education, 53, 1177-1187. [Google Scholar] [CrossRef] 
[9] Ryan, R.M. and Deci, E.L. (2000) Intrinsic and Extrinsic Mo-tivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25, 54-67. [Google Scholar] [CrossRef] [PubMed]
[10] 王继元, 张刚要. 限制MOOC学习者自由对其持续学习意向的影响机制研究[J]. 电化教育研究, 2019, 40(2): 54-61.
[11] 张刚要, 李紫衣. 基于质性分析的MOOCs高退学率归因研究[J]. 电化教育研究, 2018, 39(1): 29-35.
[12] 姜强, 赵蔚, 李松, 等. MOOC低完课率现象背景下的设计质量有效规范实证研究[J]. 电化教育研究, 2016, 37(1): 51-58.
[13] 张哲, 王以宁, 陈晓慧, 等. MOOC持续学习意向影响因素的实证研究——基于改进的期望确认模型[J]. 电化教育研究, 2016, 37(5): 30-36.
[14] Zhou, M.M. (2016) Chinese University Students’ Acceptance of MOOCs: A Self-Determination Perspective. Computer & Education, 92-93, 194-203. [Google Scholar] [CrossRef] 
[15] 吴华君, 司文秀, 韩广欣. 学习支持服务对MOOC课程持续学习意愿的影响研究——基于ACSI-ECM模型的视角[J]. 成人教育, 2021, 41(3): 26-32.
[16] 蔡晓东, 董永权. MOOC平台功能体验对平台持续使用意向的影响研究[J]. 成人教育, 2021, 41(2): 18-23.
[17] Martinez, M.G. (2017) Inspiring Crowdsourcing Communities to Create Novel Solutions: Competition De-sign and the Mediating Role of Trust. Technological Forecasting and Social Change, 117, 296-304. [Google Scholar] [CrossRef] 
[18] 王蒙蒙, 王建军, 王雪. 行为控制对威客持续参与意愿的影响: 被调节的中介模型[J]. 管理工程学报, 2020, 34(3): 45-54.
[19] 杨根福. MOOC用户持续使用行为影响因素研究[J]. 开放教育研究, 2016, 22(1): 100-111.
[20] 王志军, 陈丽. 联通主义学习理论及其最新进展[J]. 开放教育研究, 2014(5): 11-28.
[21] 王志军, 陈丽. 联通主义学习中教学交互研究的价值与关键问题[J]. 现代远程教育研究, 2015(5): 47-54.
[22] 王志军, 陈丽. 联通主义学习的教学交互理论模型建构研究[J]. 开放教育研究, 2015(5): 25-34.
[23] 徐光, 刘鲁川. 慕课学习者的归因、动机与持续使用意图研究[J]. 电化教育研究, 2017(3): 68-74.
[24] 孙田琳子, 沈书生. 影响MOOC学习者持续学习的原因分析——基于CNKI 2011-2016年实证研究的综述[J]. 中国远程教育, 2017(10): 55-63.
[25] 钱小龙. 大学慕课可持续商业模式的扎根研究[M]. 北京: 国家开放大学出版社, 2018.
[26] 蒋卓轩, 张岩, 李晓明. 基于MOOC数据的学习行为分析与预测[J]. 计算机研究与发展, 2015, 52(3): 614-628.
[27] Chen, O., Woolcott, G. and Sweller, J. (2017) Using Cognitive Load Theory to Structure Computer-Based Learning Including MOOCs. Journal of Computer Assisted Learning, 33, 293-305. [Google Scholar] [CrossRef] 
[28] Joo, Y.J., So, H.J. and Kim, N.H. (2018) Examination of Relationships among Students’ Self-Determination, Technology Acceptance, Satisfaction, and Continuance Intention to Use K-MOOCs. Computers & Education, 122, 260-272. [Google Scholar] [CrossRef] 
[29] 韩冬梅, 夏丽华. 基于HMM模型的MOOCs持续使用行为影响因素研究[J]. 情报科学, 2020, 38(12): 70-77.
[30] 吴斓, 陈丽. 基于扎根理论的cMOOC学习者学习过程的研究[J]. 中国远程教育(综合版), 2019(12): 1-11.
[31] 刘艳春, 张庆普, 李占奎. 基于扎根理论的MOOC在线深度互动影响因素[J]. 开放教育研究, 2017, 23(5): 64-73.
[32] 戴心来, 郭卡, 刘蕾. MOOC学习者满意度影响因素实证研究——基于“中国大学MOOC”学习者调查问卷的结构方程分析[J]. 现代远距离教育, 2017(2): 17-23.
[33] 刘述. 用户视角下在线学习平台体验研究[J]. 电化教育研究, 2019, 40(10): 47-52.
[34] 林明灯, 霍训根, 王轶凡. 基于用户视角的国内MOOC平台对比分析研究[J]. 中国成人教育, 2016(8): 71-77.

为你推荐