Research On Determinants Of Students' Acceptance Of Blended Learning In Rural Middle School

With the gradual development and further promotion of information and communication technology(ICT)in education,information technology has promoted the reform and innovation of the style of education and instruction.As a new teaching mode under the background of ICT in education,blended learning which can combine the advantages of online and offline learning has gained more and more attention.Since 2000,our country has actively promoted the development of ICT in rural basic education,and blended learning has just provided an opportunity for the reform of rural primary and secondary schools.However,the successful implementation and wide popularization will be affected by the students,acceptance of blended learning to some extent.Therefore,based on the existing research and combined with the characteristics of students in the rural middle school,this paper was to investigate the determinants of students' acceptance on blended learning in the rural middle school,and to discover the relationships between the key factors.Thus,in the later teaching practice,the changes caused by these determinants can be adjusted and controlled to improve students' satisfaction and teaching effects.In the background of Fuding No.2 high school of Fujian which is carrying out the blended learning,using the methods of literature review,interview,questionnaire survey and data analysis,this paper mainly completes the following work.First of all,based on the related literature of blended learning and the theory of technology acceptance and adoption,combined with the interview results,this study proposed the determinants of students' acceptance of blended learning in rural school.Besides,on the basis of the unified theory of acceptance and use of technology(UTAUT),this study constructed the theoretical model and proposed the research hypotheses.What's more,the survey questionnaire about students' acceptance of blended learning was formed,and the data were collected from 381 respondents in Fuding No.2 high school.Finally,the questionnaire data were analyzed by the software of statistical product and service solutions 19.0,the research model and research hypothesis were tested using the structural equation modelling approach to construct model by the software of analysis of moment structures 20.0.The results firstly show that performance expectancy,perceived enjoyment,effort expectancy and self-management of learning all have positive impact on behavioural intention.Besides,effort expectancy and self-management of learning both have positive impact on performance expectancy.What's more,personal innovativeness and facilitating conditions both have positive impact on effort expectancy.And the gender differences moderate the relationship between self-management of learning and behavioural intention,personal innovativeness and effort expectancy,and the experience differences moderate the relationship between effort expectancy and behavioural intention,personal innovativeness and effort expectancy.However,we also found that social influence and personal innovativeness have no effect on behavioural intention.In order to improve students' satisfaction and teaching effects,this study also puts forward several suggestions on the implementation of blended learning in the rural primary and middle schools.Firstly,rural schools should explore the personalized mode of blended learning,which the content is greater than the form.Besides,rural schools should build teaching platform and improve the construction of learning resources.In addition,rural schools should reduce the pressure of students and meet their needs.Finally,rural schools should strengthen the training of teachers and students,and pay attention to enhance their abilities with many aspects.