| 摘 要: 目前关于大规模开放在线课程(MOOC)学生回访率低的研究还存在不足，本研究基于任务-技术拟合理论 从三个维度(即课程生动性、教师主体知识和互动性)来分析MOOC技术对学生回访的影响，研究课程难易程度在上述三 个因素和学生回访率影响中的调节作用。结果表明，课程内容的生动性，教师主体知识和MOOC互动性能够对学生回访 的意愿产生积极影响，且与学生回访意向之间的关系受到课程难度的不同影响。 |
| 关键词: MOOC技术；回访意愿；课程难易程度；调节效应 |
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中图分类号: TP391
文献标识码: A
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| 基金项目: 本文系南京邮电大学教育科学“十三五”规划2018年度课题“MOOC和翻转课堂融合的教学场域构建：深度学习的视角”(项目编号:GJS-XKT1809)及2019年江苏省 研究生教育教学教改课题“MOOC背景下研究生深度学习场域建构机制研究”(项目编号:JGLX19_047)的阶段性成果. |
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| Study on the Antecedents of Students' Intention to Revisit MOOC:Moderation Effect of Course Difficulty |
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ZHANG Hong
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( School of Management, Nanjing University of Posts and Telecommunications, Nanjing 210003, China)
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| Abstract: In response to the research gap in the current literature regarding the low student retention of Massive Open Online Courses (MOOC),this study uses task-technology fit theory to understand how technological factors of MOOC in three dimensions(i.e.,course vividness,teacher subject knowledge,and interactivity) influence students' revisiting of MOOC.Going deeper,this study also takes course difficulty into consideration and investigates the interactive effects of course difficulty on the main factors identified above.The results show that the vividness of course content,teacher subject knowledge,and MOOC interactivity can positively affect students’ intention to revisit MOOC.However,the relationships between the three-dimensional factors and student intention to revisit are affected in different ways by course difficulty |
| Keywords: MOOC technology;revisit intention;course difficulty;moderation effect |
