新冠肺炎期间大学生网上监考录取调查:技术录取模型的扩展

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Australasian Journal of Educational Technology Pub Date : 2023-07-23 DOI:10.14742/ajet.8121
Xinyu Jiang, T. Goh, Xinran Chen, Meng-jun Liu, Bing Yang
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引用次数: 0

摘要

为保证教学的正常进行,满足新冠肺炎疫情下教学质量评估的需要,各国高校均采用在线监考方式进行评估。疫情加快了网络教育的发展。网络监考作为未来网络教学的重要组成部分,目前还没有引起足够的重视。为了了解学生对初次在线监考的经历和态度,本研究采用了一个扩展的技术接受模型,从技术感知、存在和社会影响三个方面考察了影响学生接受在线监考的动机和障碍。本文采用结构方程模型对760名大学生的问卷调查数据进行分析。结果显示,社会影响力、社会在场和感知有用性是网络监控接受度的显著预测因子。社会影响力和社会存在通过感知有用性对网络监控接受度有显著的正向影响,而社会存在对感知易用性有显著的正向影响。然而,感知易用性有显著的负向影响,而场所存在无显著影响。最后对研究的意义、局限性和未来的工作进行了讨论。对实践或政策的影响:在线监考组织者可以通过确保在线监考的灵活性和完整性,为学生带来更好的考试体验。在线监考工作者可以通过在在线监考应用的早期阶段营造积极的团体氛围来改善学生的考试体验。社会对网络监考的认可和支持可以增强学生使用网络监考的选择和意愿,增加网络监考发展的机会。
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Investigating university students’ online proctoring acceptance during COVID-19: An extension of the technology acceptance model
To ensure the normal operation of teaching and meet the needs of teaching quality assessment in the COVID-19 situation, universities in various countries have adopted online proctoring for assessment. The epidemic has accelerated the development of online education. Online proctoring, as an integral part of future online teaching, has not yet drawn sufficient attention. To understand students’ experiences and attitudes towards initial online proctoring, an extended technology acceptance model was utilised to examine the motivations and barriers that influence students’ online proctoring acceptance in terms of technology perception, presence and social influence. Structural equation models were used to analyse data from a questionnaire survey of 760 university students. Results revealed that social influence, social presence and perceived usefulness are the significant predictors of online proctoring acceptance. Social influence and social presence have significant positive effects on online proctoring acceptance through perceived usefulness, and social presence has a positive effect on perceived ease of use. However, perceived ease of use has a significant negative effect, while place presence has no significant effect. Implications, limitations and future work are discussed at the end. Implications for practice or policy: Online proctoring organisers can bring a better exam experience to students by ensuring the flexibility and integrity of online proctoring. Online proctoring workers can improve students' exam experience by building a positive group atmosphere in the early stages of online proctoring applications. Social recognition and support for online proctoring can enhance students' choice and willingness to use online proctoring and increase opportunities for online proctoring development.
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来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
期刊最新文献
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