Research On Model Construction And Empirical Study Of College Teacher's Blended Learning Acceptance

The continuous development of educational informationization has brought more and more attention to the combination of offline and online teaching.However,whether the teachers accept the blended learning directly influences the implementation and development of blended learning.In this paper,an empirical study on the acceptance influence factors of the blended learning of college teachers is conducted.The main contributions are as follows:(1)It is found that the technology acceptance theory model has many applications in the field of education technology acceptance.Based on the Unified Theory of Acceptance and Use of Technology,two external variables include personal innovation and perceived playfulness are introduced.Furthermore,keep gender moderated variable,and “age”,“experience” and “voluntary” are replaced by“teaching age”,“professional title”,“professional background”.A blended learning influence factors acceptance model for college teacher is proposed and then 14 model hypothesis are put forward.(2)Processed by SPSS19.0,descriptive statistics,reliability analysis,validity analysis,variance analysis and other exploratory analysis on the valid data of the questionnaire are conducted;Using AMOS 17.0 to construct the structural equation model,parameter estimation,fitting degree analysis,model modification and other confirmatory analysis;the final model and hypothesis test results are obtained.(3)The empirical research results:(1)the original hypothesis variable perceived playfulness have no obvious effect on use intention.(2)the other five influence factors variables have direct or indirect influence for use intention,the positive impact from big to small are: individual innovation > facilitating conditions > performance expectations > social influence > effort expectancy;(3)Gender,teaching age,professional title and professional background in the model has a regulating effect.Among them,the male teachers have strong effort expectancy than female teachers,the lower of teaching age and professional title,the stronger of theintention to develop blended learning,teachers in science and engineering background are more willing to try new teaching methods.Finally,this paper summarizes and prospects the research,and puts forward some suggestions for the development of blended learning in colleges and universities.