The Effectiveness Of Information Technology In Management Courses Research

Since the1990s, as educational informationizati have developed rapidly,information-based classroom teaching has become the key of the informatizationconstruction, the traditional classroom teaching is gradually replaced by ainformation-based classroom teaching. Especially practice experiment classespay more attention to cultivate the students’ practical operating ability, whichoften use some learning platform or teaching software to assist teaching. As aresult, this kind of courses use information technology more frequently. But dueto many current educational workers do not understand information-basedclassroom teaching very well and the blind and random application of all kinds ofinformation technology in classroom teaching,the method and target of using ITare otfen not clear and the input and output always don’t match. Its applicationeffect not only do not reach positive purpose, but also affect the classroomteaching which limits the development of students. So we must take effectivemeasures to improve the effectiveness of the informatization of classroomteaching.However, the existing researches on information technology andcurriculum are mainly about the foundation education of primary and secondaryschools. There are few researches in the informationized teaching of highereducation, especially in the management courses in colleges and universities.Due to these actual confusion and the lack of theoretical research, this articlewhich is based on task technology fit model and combines with constructivismlearning and teaching theory, explores the condition of task-technology fit, theinfluencing factors of task-technology fit and its effect on the performance. Wedeveloped an effective measurement scale which can measure the degree oftask-technology fit of the classroom teaching effectively and did the empricalresearch.The empirical part adopts questionnaire and the target objects in this studyare the under-graduated students of Donghua University who have used the simulation teaching platform of "decision-making" in classroomteaching. This research recycled233valid questionnaires. In the data analysissection, we first measured the reliability and validity of the scale by confirmatoryfactor analysis and the results show the scale has high internal consistency,convergent validity, convergent validity and differentiate validity which indicatesthe scale is effective. Then, verify the theory model using the structuralequation and correct it until the fit indexes up to the standard, which shows themodel has good effectiveness. And at the same time, we test each hypothesis.The research results indicate task and technology characteristicshave significant effect on task-technology fit; the influence of personalcharacteristics on task-technology fit is not significant; task-technology fit notonly have a direct impact on performance, but also have indirect effects onperformance through influncing users’ evaluation on task-technology fit. In thesix assumptive path relationships, only the influence of personal characteristicsof task-technology fit doesn’t get support. Finally, this paper explained themodified model and put forward the proposal about informatization teaching.The results not only successfully find out the influencing factors and theeffects of task-technology fit on performance, but also developed a effectivemeasurement scale. This study also makes up for the lack of theoretical studyon information technology effectiveness in the classroom teaching of highereducation. In addition, this study based on TTF model not only makes up for thedeficiency of the traditional TAM research model, but also expand the applicationfield of the TTF model. And concludes the feasible suggestions to help teachersuse information technology in the classroom teaching reasonably andefficiently to match the teaching design, so as to improve the effectiveness ofinformation technology teaching and improve teaching quality.