Research On The Influencing Factors Of The Use Of Online Learning Platform For Secondary Vocational School Students

The rapid development of information technology has led to great changes in the way of teaching.The deep integration of information technology and curriculum provides a new carrier for students’ learning,and various online learning platforms emerge as the times require.Compared with the traditional education and teaching methods,carrying out education and teaching on the online platform can improve students’ interest in learning,and help to cultivate students’ autonomous learning ability.In recent years,many secondary vocational schools in China have caught the opportunities of informatization development,and have begun to introduce various kinds of online learning platforms to promote online and offline mixed teaching reform.However,in the process of informatization construction in secondary vocational schools,there is still a phenomenon that only the construction of hardware facilities is emphasized,but the student-centered status is ignored.In fact,as a learning support system,the online learning platform is in line with the basic needs of secondary vocational students’ personalized learning in the information age,and its application process should highlight the dominant position of students.The purpose of this study is to understand the development and research status of online learning platform,and explore the influence factors of online learning platform for secondary vocational students.Firstly,through literature analysis,the key factors about affecting the use of online learning platform for secondary vocational students are extracted from the existing literature.Based on the theory of UTAUT2,we can adjust the model with the characteristics of online learning platform for secondary vocational students and introduce two core variables of perceived autonomy and perceived interaction to construct the initial model for the use of online learning platform,and make research hypothesis.Secondly,on the basis of the previous mature scale,we make scientific modification according to the characteristics of the secondary vocational students’ online learning platform.Taking Moso Teach as the research object,we develop the questionnaire and then pre-test it.According to the pre-test results,the questionnaire of influence factors on the use of Moso Teach for secondary vocational students is revised.Thirdly,we choose the students from Guangdong Y Institute of Technicians andGuangdong H School of Industry and Commerce who have used Moso Teach as the research objects to conduct a formal survey.455 valid data are collected from the formal survey.Then,carrying out by using Smart PLS,we analyze the questionnaire from the descriptive statistics,reliability、validity、fit-of-goodness and path coefficients.According to the analysis results,the influence factors of the use of Moso Teach in secondary vocational schools are determined.Finally,in order to deeply analyze the situation of secondary vocational students using Moso Teach,the study selectes some students who participated in the survey to conduct semi-structured interviews with the teachers who applied Moso Teach in teaching to further analyze the results.Empirical research results show that performance expectation,effort expectation,social influence,habits,perceived autonomy and perceived interaction significantly affect the usage intention of secondary vocational students to use online learning platform,while promotion conditions and hedonic motivation have no significant influence on the willingness to use online learning platform.Experience plays a moderating role between habits and willingness to use online learning platform.Secondary vocational students’ willingness to use online learning platform significantly affects their use behavior.Based on this,this paper synthesizes the actual usage of online learning platform for secondary vocational students,and puts forward some suggestions to promote the use of the platform: improve the function to enrich the learning resources;optimize the performance to improve the ease of use of the platform;increase the promotion to enhance the social influence;strengthen the awareness of learning and using,to cultivate the habits;enhance the social elements to promote students’ active interaction;appropriate flexible arrangement of courses to improve students’ self-experience.