Hai Lu, Sang Guoyuan, Wang Hui, Li Wenyu, Bao Xiaohong
School of Education, Minzu University of China, Beijing 100081, China.
Faculty of Education, Beijing Normal University, Beijing 100875, China.
Behav Sci (Basel). 2022 Oct 20;12(10):403. doi: 10.3390/bs12100403.
The present study examined the relationship among behavioural intention (BI) to adopt online learning, perceived usefulness (PU), perceived ease of use (PEU), self-regulated online learning (SR) and online learning self-efficacy (SE). A total of 900 university students with online learning experience from many provinces of China took part in the study. Structural equation modelling (SEM) was used to analyse the data accepted. The results indicate that PU has a significant positive effect on BI; SR has a significant positive effect on PEU, PU and BI. SE has a significant positive effect on PEU, PU and BI. In addition, SE and SR have significant indirect effects on BI through the mediation of PU. The outcomes have tangible theoretical and practical implications. They not only replicates previous research and provides possible space for further expansion of TAM, but also provide us with an opportunity to reflect on and actively take practical measures to improve BI. These efforts include teachers, parents and other educators trying to promote students' academic achievements, self-efficacy and self-regulation in the process of online learning. The former is the most concerning issue, while the latter two are the source of students' motivation. Furthermore, educators should make appropriate use of the role of digital technology in online learning and be careful not to exaggerate the value of digital technology, let alone equate it with online learning.
本研究考察了采用在线学习的行为意向（BI）、感知有用性（PU）、感知易用性（PEU）、自我调节在线学习（SR）和在线学习自我效能感（SE）之间的关系。共有900名来自中国多个省份且有在线学习经验的大学生参与了该研究。采用结构方程模型（SEM）对所接受的数据进行分析。结果表明，PU对BI有显著的正向影响；SR对PEU、PU和BI有显著的正向影响。SE对PEU、PU和BI有显著的正向影响。此外，SE和SR通过PU的中介作用对BI有显著的间接影响。这些结果具有切实的理论和实践意义。它们不仅重复了先前的研究并为技术接受模型（TAM）的进一步扩展提供了可能的空间，而且为我们提供了一个反思并积极采取实际措施来提高BI的机会。这些努力包括教师、家长和其他教育工作者在在线学习过程中努力提高学生的学业成绩、自我效能感和自我调节能力。前者是最受关注的问题，而后两者是学生学习动机的来源。此外，教育工作者应适当利用数字技术在在线学习中的作用，并且要注意不要夸大数字技术的价值，更不能将其与在线学习等同起来。
