远程教育中教师对学习管理系统的使用模式

摘要

在学习管理领域，已有研究考察了系统使用量的测度，但少有研究探讨用户如何运用软件工具去完成特定的工作任务、并由此产生感知收益。在远程教育的语境下，本研究聚焦教师如何为其教学需要充分使用学习管理系统（LMS）。本研究拓展了已有的 LMS 采纳研究，考察教师或授课者如何运用 LMS 工具开展有效的课堂教学、达成教育成果。研究识别出四种使用模式：沟通、内容管理、评估与课堂管理，并提出一个模型来检验这些使用模式如何交互作用以形成感知收益。研究收集了544 名使用 Blackboard Learn 等 LMS 的授课教师的数据，采用 LISREL 进行结构方程建模以评估研究模型。结果表明，用于沟通、内容与评估活动的使用会正向影响用于课堂管理的使用；而用于课堂管理的使用又会影响教师所感知的净收益，内容方面的使用也会直接影响感知净收益。上述结果为 LMS 开发者改进设计、为院校制定政策（例如培训教师充分利用 LMS 功能以实现远程教育的最大收益）提供了实践指引。

Abstract

There are studies in the learning management literature examining the measure of system usage, but few explore how users apply the software tools to achieve specific work tasks, which in turn leads to perceived benefits. In the context of distance education, this study focuses on how Learning Management Systems (LMS) are fully used by faculty for their instructional needs. It extends existing research on LMS adoption by investigating how faculty members or instructors use the LMS tools for effective class teaching to achieve educational outcomes. Four usage patterns were identified: communication, content management, assessment, and class management. A model is presented to examine how these usage patterns interplay to achieve the perceived benefits. Data were collected from 544 instructors using LMS, such as Blackboard Learn, etc. Structural equation modeling using LISREL was employed to assess the research model. The results suggest that the usage for communication, content, and assessment activities positively impacts the usage for class management. In turn, the usage for class management influences the net benefits perceived by the instructors, and the usage for content also impacts perceived net benefits directly. These results provide practical guidelines for LMS developers' design improvements and institutions' policies, such as training instructors to fully utilize LMS features to achieve the maximum benefits of distance education.