互联网+背景下基于UTAUT的商学院
E-learning用户接受模型

doi:10.16183/j.cnki.jsjtu.2018.02.017

摘要/Abstract

摘要： 针对目前国内商学院数字化教学(E-learning)的接受度和使用率不高的现状，基于整合的技术接受与使用统一理论(UTAUT)系列模型，结合商学院教育教学特点，从教师角度提出商学院E-learning系统接受模型.通过结构方程分析结果表明，教师的用户特性(包括教师技能、态度、知识产权保护意识等)、绩效期望、在线课程特点、促进条件、努力期望和社会影响是影响商学院教师E-learning使用意愿和行为的因素，其中教师特性、绩效期望以及在线课程特点是关键性因素.探讨了人口统计变量对采用E-learning的差异性，并对国内商学院推广使用E-learning系统给出了相关策略建议.

关键词: 数字化教学, 系统接受, 影响因素, 技术接受与使用统一理论

Abstract: In view of the current situation that E-learning usage rate is still not high in Chinese business schools, a research model of the acceptance of E-learning system in business schools is proposed from the viewpoint of teachers. Based on the technology acceptance and the unified theory of acceptance and use of technology (UTAUT) series model and combined with the features of business school teaching, the empirical analyses are carried out on the research model and hypotheses. The structural equation analysis results show that the teachers’ user characteristics (mainly referring to teachers’ skill, attitude, consciousness of the protection of intellectual property rights, etc.), performance expectancy, online course features, facilitating conditions, effort expectancy and social influence are the influence factors on the intention and behavior of E-learning system use, in which the teachers’ user characteristics, the performance expectancy and the online course features are the determining factors in the adoption intention of E-learning system. This study discusses the differences of using E-learning of overseas education background and gender. This study also gives some strategic suggestions on the construction and promotion of E-learning system in business schools in China, and has a certain reference value for the business schools to promote E-learning system.

Key words: E-learning, system acceptance, influence factor, unified theory of acceptance and use of technology (UTAUT)

中图分类号:

G 250.7

吴琼雷，张朋柱. 互联网+背景下基于UTAUT的商学院 E-learning用户接受模型[J]. 上海交通大学学报（自然版）, 2018, 52(2): 233-241.

WU Qionglei，ZHANG Pengzhu. E-Learning User Acceptance Model in Business Schools Based on UTAUT in the Background of Internet Plus[J]. Journal of Shanghai Jiaotong University, 2018, 52(2): 233-241.

参考文献

［1］GRAJEK S. Top 10 IT issues, 2015: Inflection point［J］. Educause Review, 2015, 50(1): 10-48. ［2］THOMAS S. Future ready learning: Reimagining the role of technology in education. 2016 National Education Technology Plan［J］. Office of Educational Technology, US Department of Education, 2016. ［3］JOHNSON L, ADAMS B S, CUMMINS M, et al. NMC horizon report: 2016 higher education edition［EB/OL］. (2016-02-04) ［2016-03-01］. http:∥cdn.nmc.org/media/2016-nmc-horizon-report-he-EN.pdf. ［4］梁林梅, 夏颖越. 美国高校在线教育: 现状、阻碍、动因与启示——基于斯隆联盟十二年调查报告的分析［J］. 开放教育研究, 2016, 22(1): 27-36. LIANG Linmei, XIA Yingyue. Status, barriers, motivations, and implications of online education in the U. S. higher education: Based on the analysis of 12 years survey reports from sloan—Consortium［J］. Open Education Research, 2016, 22(1): 27-36. ［5］DAHLSTROM E, WALKER J D, DZIUBAN C. ECAR study of undergraduate students and information technology［EB/OL］. (2014-10-02) ［2016-02-20］. https:∥www.educause.edu/ir/library/pdf/ss14/ERS1406.pdf. ［6］HAIMITI A, JIN S, WANG D Q. D2L learning management system in America: It’s character and it’s inspiration towards online education of China［J］. Higher Education of Social Science, 2014, 7(3): 47-52. ［7］VENKATESH V, MORRIS M G, DAVIS G B, et al. User acceptance of information technology: Toward a unified view［J］. Mis Quarterly, 2003, 27(3): 425-478. ［8］VENKATESH V, THONG Y L J, XU X. Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology［J］. Social Science Electronic Publishing, 2012, 36(1): 157-178. ［9］SCHAUPP L C, CARTER L, MCBRIDE M E. E-file adoption: A study of U.S. taxpayers’ intentions［J］. Computers in Human Behavior, 2010, 26(4): 636-644. ［10］GONG M, XU Y, YU Y. An enhanced technology acceptance model for web-based learning［J］. Journal of Information Systems Education, 2004, 15(4): 365-374. ［11］MAHDIZADEH H, BIEMANS H, MULDER M. Determining factors of the use of e-learning environments by university teachers［J］. Computers & Education, 2008, 51(1): 142-154. ［12］TEO T. Modeling the determinants of pre-service teachers’ perceived usefulness of e-learning［J］. Campus Wide Information Systems, 2011, 28(2): 124-140. ［13］路兴, 赵国栋, 原帅, 等. 高校教师的“混合式学习”接受度及其影响因素研究［J］.远程教育杂志, 2011, 2: 62-67. LU Xing, ZHAO Guodong, YUAN Shuai, et al. Research on faculty acceptance of hybrid learning in universities: Taking PKU academic online as an example［J］. Journal of Distance Education, 2011, 2: 62-67. ［14］UMAK B, POLANCIC G, HERICKO M. An empirical study of virtual learning environment adoption using UTAUT［J］∥Mobile, Hybrid, and On-Line Learning, International Conference on(2010). Saint Maarten, Netherlands Antilles: IEEE, 2010: 17-22. ［15］LU H K, LIN P C, LIU S C. Toward an education behavioral intention model for E-learning systems: An extension of UTAUT［J］. Journal of Theoretical and Applied Information Technology, 2013, 47(3): 1120-1127. ［16］CHEN J L. The effects of education compatibility and technological expectancy on e-learning acceptance［J］. Computers & Education, 2011, 57(2): 1501-1511. ［17］OZKAN S, KOSELER R. Multi-dimensional students’ evaluation of e-learning systems in the higher education context: An empirical investigation［J］. Computers & Education, 2009, 53(4): 1285-1296. ［18］BHUASIRI W, XAYMOUNGKHOUN O, ZO H, et al. Critical success factors for e-learning in deve-loping countries: A comparative analysis between ICT experts and faculty［J］. Computers & Education, 2012, 58(2): 843-855. ［19］SAAD R, BAHLI B. The impact of cognitive absorption on perceived usefulness and perceived ease of use in on-line learning: An extension of the technology acceptance model［J］. Information & Management, 2005, 42(2): 317-327. ［20］SUN P C, TSAI R J, FINGER G, et al. What drives a successful e-learning? An empirical investigation of the critical factors influencing learner satisfaction［J］. Computers & Education, 2008, 50(4): 1183-1202.

[1]	李兆亭, 周祥, 张洪波, 汤国建. 基于伪谱法的再入可达域影响因素分析[J]. 上海交通大学学报, 2022, 56(11): 1470-1478.
[2]	钟国强1,2，王浩1，张国华1，覃卫民1，王成汤1,2，熊俊峰1,2. 基于RS-MIV-ELM模型的基坑水平位移影响因素分析和预测[J]. 上海交通大学学报（自然版）, 2018, 52(11): 1508-1515.
[3]	苗治平1，张峰2. 新型工业化背景下的工业水资源利用效率指数测量及其影响因素分析[J]. 上海交通大学学报（自然版）, 2017, 51(6): 761-768.
[4]	朱小慧1,陈鹏1，方俊华2. 燃料特性和工况对直喷汽油机微粒排放的影响[J]. 上海交通大学学报（自然版）, 2017, 51(1): 69-.
[5]	夏更寿, 李国志. 农户废旧农膜回收的影响因素研究——基于江西省596个农户的调查[J]. 上海交通大学学报(农业科学版), 2016, 34(1): 31-35.
[6]	李舜水, 李三喜. 西湖油气田低渗储层压裂效果主要影响因素分析[J]. 海洋工程装备与技术, 2015, 2(2): 80-83.
[7]	姚海元, 李清平, 程兵, 陈绍凯, 刘永飞. 天然气凝析液管道射流清管器清管效果影响因素分析[J]. 海洋工程装备与技术, 2015, 2(1): 32-35.
[8]	杨自力，连之伟. 基于理想除湿效率的液体除湿空调系统性能影响因素分析[J]. 上海交通大学学报（自然版）, 2014, 48(06): 821-826.

互联网+背景下基于UTAUT的商学院 E-learning用户接受模型

E-Learning User Acceptance Model in Business Schools Based on UTAUT in the Background of Internet Plus

可视化

摘要/Abstract

引用本文

使用本文

参考文献

相关文章 8

编辑推荐

Metrics

本文评价