在互联网技术蓬勃发展的背景下,在线学习成为高校教育的重要模式。本研究聚焦大学生在线学习体验影响因素,基于人本主义学习理论和用户体验理论,从学习者、教师和学习环境三大维度拟定学习动机、教学能力、网络状况等研究变量,构建理论...在互联网技术蓬勃发展的背景下,在线学习成为高校教育的重要模式。本研究聚焦大学生在线学习体验影响因素,基于人本主义学习理论和用户体验理论,从学习者、教师和学习环境三大维度拟定学习动机、教学能力、网络状况等研究变量,构建理论模型并提出11条研究假设。通过“问卷星”平台收集335份有效问卷,运用信度检验、效度检验、结构方程模型和中介效应模型进行实证分析。结果显示,网络状况对学习动机影响最强,教学能力对自我效能影响最弱;学习动机、学习投入、同学互动和师生交互对自我效能和学习投入影响显著;同学互动在平台设计和功能与自我效能间、师生交互在平台资源呈现方式与学习投入间起完全中介作用。研究验证了社会认知理论等在在线学习环境的适用性。基于此,本文做出总结,从教师和平台等角度提出改进建议,旨在提升大学生在线学习体验。In the context of the booming development of Internet technology, online learning has emerged as a crucial mode in higher education. This research centers on the influencing factors of college students’ online learning experience. Grounded in the Humanistic Learning Theory and User Experience Theory, research variables including learning motivation, teaching competence, network conditions, etc., are formulated from three major dimensions: learners, instructors, and the learning environment. A theoretical model is constructed, and eleven research hypotheses are proposed. Through the “Wenjuanxing” platform, 335 valid questionnaires are collected. Then, reliability tests, validity tests, Structural Equation Modeling (SEM), and the mediating effect model are employed for empirical analysis. The results indicate that network conditions exert the most substantial influence on learning motivation, while teaching competence has the weakest impact on self-efficacy. Learning motivation, learning input, peer interaction, and teacher-student interaction significantly affect self-efficacy and learning input. Peer interaction fully mediates between platform design and functionality and self-efficacy, and teacher-student interaction fully mediates between the presentation mode of platform resources and learning input. This research validates the applicability of theories such as Social Cognitive Theory in the online learning environment. Based on these findings, this paper concludes with summaries and offers improvement suggestions from the perspectives of instructors and platforms, with the aim of enhancing college students' online learning experience.展开更多
文摘在互联网技术蓬勃发展的背景下,在线学习成为高校教育的重要模式。本研究聚焦大学生在线学习体验影响因素,基于人本主义学习理论和用户体验理论,从学习者、教师和学习环境三大维度拟定学习动机、教学能力、网络状况等研究变量,构建理论模型并提出11条研究假设。通过“问卷星”平台收集335份有效问卷,运用信度检验、效度检验、结构方程模型和中介效应模型进行实证分析。结果显示,网络状况对学习动机影响最强,教学能力对自我效能影响最弱;学习动机、学习投入、同学互动和师生交互对自我效能和学习投入影响显著;同学互动在平台设计和功能与自我效能间、师生交互在平台资源呈现方式与学习投入间起完全中介作用。研究验证了社会认知理论等在在线学习环境的适用性。基于此,本文做出总结,从教师和平台等角度提出改进建议,旨在提升大学生在线学习体验。In the context of the booming development of Internet technology, online learning has emerged as a crucial mode in higher education. This research centers on the influencing factors of college students’ online learning experience. Grounded in the Humanistic Learning Theory and User Experience Theory, research variables including learning motivation, teaching competence, network conditions, etc., are formulated from three major dimensions: learners, instructors, and the learning environment. A theoretical model is constructed, and eleven research hypotheses are proposed. Through the “Wenjuanxing” platform, 335 valid questionnaires are collected. Then, reliability tests, validity tests, Structural Equation Modeling (SEM), and the mediating effect model are employed for empirical analysis. The results indicate that network conditions exert the most substantial influence on learning motivation, while teaching competence has the weakest impact on self-efficacy. Learning motivation, learning input, peer interaction, and teacher-student interaction significantly affect self-efficacy and learning input. Peer interaction fully mediates between platform design and functionality and self-efficacy, and teacher-student interaction fully mediates between the presentation mode of platform resources and learning input. This research validates the applicability of theories such as Social Cognitive Theory in the online learning environment. Based on these findings, this paper concludes with summaries and offers improvement suggestions from the perspectives of instructors and platforms, with the aim of enhancing college students' online learning experience.
