限制MOOC学习者自由对其持续学习意向的影响机制研究
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摘要
MOOC能否让学习者投入其中以实现其教育成效,关键在于学习者对MOOC的接受、使用和持续使用的意愿以及努力程度。基于美国心理学家布林(Jack W. Brehm)提出的心理抗拒理论,将感知稀缺性和感知缺乏控制两个变量引入到限制MOOC学习者自由与其持续学习意向的关系分析框架之中,并构建了研究模型。通过情境实验法和问卷调查法调查127名MOOC学习者,在检验同源方差和问卷信效度的基础上,采用结构方程建模方法对研究模型与相应的研究假设进行验证。研究结果显示:当MOOC学习者体验到较强的感知稀缺性与感知缺乏控制(即自由受到威胁)时,会增强其心理抗拒感,而较强的心理抗拒感会正向影响其对视频讲座的专注程度与持续学习的意向。
Whether MOOCs can engage learners to achieve their educational effectiveness depends on the learner's willingness and efforts to accept, use and continue to use MOOCs. Based on the psychological resistance theory put forward by American psychologist Jack W. Brehm, this paper introduces two variables(Perceived Scarcity and Perceived Lack of Control) into the analytical framework of the relationship between the restriction of MOOC learners' freedom and their continuous learning intention. Then a research model is constructed. On the basis of testing common method variances and the reliability and validity of questionnaire, 127 MOOC learners are investigated by means of situational experiment and questionnaire survey. The structural equation modeling method is used to verify the research model and corresponding research hypotheses. The results show that when MOOC learners experience strong perceived scarcity and perceived lack of control(that is, their freedom is threatened), their psychological resistance will be enhanced and their focus on video lectures and their intention of continuous learning will be affected greatly.
Whether MOOCs can engage learners to achieve their educational effectiveness depends on the learner's willingness and efforts to accept, use and continue to use MOOCs. Based on the psychological resistance theory put forward by American psychologist Jack W. Brehm, this paper introduces two variables(Perceived Scarcity and Perceived Lack of Control) into the analytical framework of the relationship between the restriction of MOOC learners' freedom and their continuous learning intention. Then a research model is constructed. On the basis of testing common method variances and the reliability and validity of questionnaire, 127 MOOC learners are investigated by means of situational experiment and questionnaire survey. The structural equation modeling method is used to verify the research model and corresponding research hypotheses. The results show that when MOOC learners experience strong perceived scarcity and perceived lack of control(that is, their freedom is threatened), their psychological resistance will be enhanced and their focus on video lectures and their intention of continuous learning will be affected greatly.
引文
[1]KELLOGG S,EDELMANN A.Massively Open Online Course for Educators(MOOC-Ed)network dataset[J].British journal of educational technology,2015,46(5):977-983.
[2]ALRAIMI K M,ZO H,CIGANEK A P.Understanding the MOOCs continuance:the role of openness and reputation[J].Computers and education,2015,80:28-38.
[3]GARCíA B J,TENORIO G C,RAMíREZ M S.Self-motivation challenges for student involvement in the Open Educational Movement with MOOC[J].Universities and knowledge society journal,2015,12(1):91-103.
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[9]FREITAS S I,MORGAN J,GIBSON D.Will MOOCs transform learning and teaching in higher education?Engagement and course retention in online learning provision[J].British journal of educational technology,2015,46(3):455-471.
[10]BARBA P G,KENNEDY G E,AINLEY M D.The role of students'motivation and participation in predicting performance in a MOOC[J].Journal of computer assisted learning,2016,32:218-231.
[11]PURSEL B K,ZHANG L,JABLOKOE K W,CHOI G W.Understanding MOOC students:motivations and behaviours indicative of MOOC completion[J].Journal of computer assisted learning,2016,32:202-217.
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[14]张喜艳,王美月.MOOC社会性交互影响因素与提升策略研究[J].中国电化教育,2016(7):63-68.
[15]ENGLE D,MANKOFF C,CARBREY J.Coursera's introductory human physiology course:factors that characterize successful completion of a MOOC[J].International review of research in open and distributed learning,2015,16(2):46-68.
[16]BREHM J W.A theory of psychological reactance[M].New York:Academic Press,1966.
[17]WU W,LU H,WU Y,et al.The effects of product scarcity and consumers'need for uniqueness on purchase intention[J].International journal of consumer studies,2012,36(3):263-274.
[18]PALLOFF R M,PRATT K.Building learning communities in cyberspace[M].San Francisco:Jossey-Bass Publishers,2001.
[19]李东进,张成虎,李研.脱销的利与弊:以感知稀缺性与心理抗拒感为中介的相似品购买意愿研究[J].营销科学学报,2015(2):34-60.
[20]KIM T D,YANG M Y,BAE J,et al.Escape from infinite freedom:effects of constraining user freedom on the prevention of dropout in an online learning context[J].Computers in human behavior,2017,66:217-231.
[21]黄正伟,冯翠,何伟军.心理抗拒理论下顾客在线购物体验研究[J].商业经济研究,2015(26):48-50.
[22]HONE K S,SAID G R.Exploring the factors affecting MOOC retention:a survey study[J].Computers&education,2016,98(3):157-168.
[23]FORNELL C,LARCKER D F.Evaluating structuralequation models with unobservable variables and measurement error[J].Journal of marketing research,1981,18(1):39-50.
[24]荣泰生.AMOS与研究方法[M].重庆:重庆大学出版社,2010.
[25]郝丹.MOOC时代vs.后MOOC时代:日本放送大学的思考与应对[J].中国远程教育,2014(12):16-17.
[26]张刚要,李紫衣.基于质性分析的MOOCs高退学率归因研究[J].电化教育研究,2018(1):29-35.
(1)飞去来器本是澳洲土著使用的一种武器,将其扔出去又会重新飞回来。后来社会心理学借此来比喻“行为的结果与预期目标极端相左的现象”。
[2]ALRAIMI K M,ZO H,CIGANEK A P.Understanding the MOOCs continuance:the role of openness and reputation[J].Computers and education,2015,80:28-38.
[3]GARCíA B J,TENORIO G C,RAMíREZ M S.Self-motivation challenges for student involvement in the Open Educational Movement with MOOC[J].Universities and knowledge society journal,2015,12(1):91-103.
[4]XING W L,CHEN X,STEIN J.Temporal predication of dropouts in MOOCs:reaching thelow hanging fruit through stacking generalization[J].Computers in human behavior,2016,58:119-129.
[5]姜强,赵蔚,李松,等.MOOC低完课率现象背景下的设计质量有效规范实证研究[J].电化教育研究,2016(1):51-57.
[6]杨根福.MOOC用户持续使用行为影响因素研究[J].开放教育研究,2016(1):100-110.
[7]姜蔺,韩锡斌,程建钢.MOOCs学习者特征及学习效果分析研究[J].中国电化教育,2013(11):54-59.
[8]方旭.MOOC学习行为影响因素研究[J].开放教育研究,2015(3):46-54.
[9]FREITAS S I,MORGAN J,GIBSON D.Will MOOCs transform learning and teaching in higher education?Engagement and course retention in online learning provision[J].British journal of educational technology,2015,46(3):455-471.
[10]BARBA P G,KENNEDY G E,AINLEY M D.The role of students'motivation and participation in predicting performance in a MOOC[J].Journal of computer assisted learning,2016,32:218-231.
[11]PURSEL B K,ZHANG L,JABLOKOE K W,CHOI G W.Understanding MOOC students:motivations and behaviours indicative of MOOC completion[J].Journal of computer assisted learning,2016,32:202-217.
[12]GREENE J A,OSWALD C A,POMERANTZ J.Predictors of retention and achievement in a Massive Open Online Course[J].American educational research journal,2015,52(5):925-955.
[13]ABEER W,MIRI B.Students'preferences and views about learning in a MOOC[J].Social and behavioral sciences,2014,152:318-323.
[14]张喜艳,王美月.MOOC社会性交互影响因素与提升策略研究[J].中国电化教育,2016(7):63-68.
[15]ENGLE D,MANKOFF C,CARBREY J.Coursera's introductory human physiology course:factors that characterize successful completion of a MOOC[J].International review of research in open and distributed learning,2015,16(2):46-68.
[16]BREHM J W.A theory of psychological reactance[M].New York:Academic Press,1966.
[17]WU W,LU H,WU Y,et al.The effects of product scarcity and consumers'need for uniqueness on purchase intention[J].International journal of consumer studies,2012,36(3):263-274.
[18]PALLOFF R M,PRATT K.Building learning communities in cyberspace[M].San Francisco:Jossey-Bass Publishers,2001.
[19]李东进,张成虎,李研.脱销的利与弊:以感知稀缺性与心理抗拒感为中介的相似品购买意愿研究[J].营销科学学报,2015(2):34-60.
[20]KIM T D,YANG M Y,BAE J,et al.Escape from infinite freedom:effects of constraining user freedom on the prevention of dropout in an online learning context[J].Computers in human behavior,2017,66:217-231.
[21]黄正伟,冯翠,何伟军.心理抗拒理论下顾客在线购物体验研究[J].商业经济研究,2015(26):48-50.
[22]HONE K S,SAID G R.Exploring the factors affecting MOOC retention:a survey study[J].Computers&education,2016,98(3):157-168.
[23]FORNELL C,LARCKER D F.Evaluating structuralequation models with unobservable variables and measurement error[J].Journal of marketing research,1981,18(1):39-50.
[24]荣泰生.AMOS与研究方法[M].重庆:重庆大学出版社,2010.
[25]郝丹.MOOC时代vs.后MOOC时代:日本放送大学的思考与应对[J].中国远程教育,2014(12):16-17.
[26]张刚要,李紫衣.基于质性分析的MOOCs高退学率归因研究[J].电化教育研究,2018(1):29-35.
(1)飞去来器本是澳洲土著使用的一种武器,将其扔出去又会重新飞回来。后来社会心理学借此来比喻“行为的结果与预期目标极端相左的现象”。