决定使用e-learning和教师满意度的因素

 Ana-Maria Cazan, Transylvania University of Brasov (罗马尼亚)

 Catalin-Ioan Maican, Transylvania University of Brasov (罗马尼亚)

https://doi.org/10.3916/C74-2023-07

关键词

技术自我效能、技术压力创造者、技术压力抑制者、对不确定性的不容忍、电子学习、满意度

摘要

尽管许多大学已决定在 2021 年恢复面授教学活动，但我们相信，由于在线教育提供的学习灵活性和可能性，使用在线应用程序将继续成为教育系统的一个特点。我们的目标是分析在疫情带来的不确定性环境下，个人因素（例如自我效能、技术压力创造者、技术压力抑制因素和不确定性容忍度）对使用电子学习工具进行教学以及在教学中使用这些应用程序的预测作用 。样本包括 1517 名学生。结果表明，技术压力创造者调节了技术压力抑制因素、技术自我效能、应用程序使用和对使用e-learning平台的满意度之间的关系。尽管当前的背景主要是不确定性，但关于不确定性对教育中在线应用程序使用的直接和间接影响的假设得到了部分支持。我们研究的最重要发现是，尽管当前环境的特点是不确定性，但由此产生的较高压力水平的负面影响可以通过高水平的技术自我效能来抵消，这反过来又预示着更大程度地使用平台以及使用这些平台的满意度。

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Fundref

This study was supported by the TRANSYLVANIA University of Brasov, Romania

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收到: 05-03-2022

修订: 27-06-2022

公认: 11-07-2022

OnlineFirst: 30-10-2022

发布日期: 01-01-2023

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