媒体的丰富性和互动性能否通过促进医学专业人员的学习参与来促进医学专业人员在mooc中的学习持久性?

IF 3.5 Q1 EDUCATION & EDUCATIONAL RESEARCH

Interactive Technology and Smart Education Pub Date : 2023-06-02 DOI:10.1108/itse-09-2022-0116

Yung-Ming Cheng

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引用次数: 1

摘要

目的本研究的目的是提出一个基于刺激-机体反应（S-O-R）模型的研究模型，人-系统交互（HSI）和人-人交互（HHI）作为医学专业人员学习参与度（LE）的技术特征前因，可以影响他们在大规模开放在线课程（MOOC）中的学习持久性（LP）台湾。本研究共发放了600份问卷，使用结构方程模型分析了309份（51.5%）可用问卷。研究结果本研究证明，医学专业人员在MOOC中感知的MR、HSI和HHI对他们由MOOC引发的情绪LE、认知LE和社交LE产生了积极影响，这共同解释了他们在MOOCs中的LP。研究结果支持了所有提出的假设，研究模型占MOOC中医学专业人员LP方差的84.1%。原始性/价值本研究以S-O-R模型为理论基础，将MOOC中的医学专业人员的LP构建为一系列受MR和交互作用（即HSI和HHI）影响的心理过程。值得注意的是，三种心理结构，情感LE、认知LE和社会LE，被用来代表医学专业人员采用MOOC的有机体。到目前为止，在先前使用S-O-R模型的研究中，享乐/功利概念更常被用作有机体，而心理结构受到的关注较少。因此，本研究将S-O-R模型丰富到了一个宝贵的背景中，并且本研究在捕捉心理结构以完全解释三种类型的技术特征作为MOOC中医疗专业人员LP的外部刺激方面的贡献得到了充分的证明。

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Can media richness and interaction act as stimulants to medical professionals’ learning persistence in MOOCs via fostering learning engagement?

Purpose The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to examine whether media richness (MR), human-system interaction (HSI) and human-human interaction (HHI) as technological feature antecedents to medical professionals’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs). Design/methodology/approach Sample data for this study were collected from medical professionals at six university-/medical university-affiliated hospitals in Taiwan. A total of 600 questionnaires were distributed, and 309 (51.5%) usable questionnaires were analyzed using structural equation modeling in this study. Findings This study certified that medical professionals’ perceived MR, HSI and HHI in MOOCs positively affected their emotional LE, cognitive LE and social LE elicited by MOOCs, which together explained their LP in MOOCs. The results support all proposed hypotheses and the research model accounts for 84.1% of the variance in medical professionals’ LP in MOOCs. Originality/value This study uses the S-O-R model as a theoretical base to construct medical professionals’ LP in MOOCs as a series of the psychological process, which is affected by MR and interaction (i.e. HSI and HHI). Noteworthily, three psychological constructs, emotional LE, cognitive LE and social LE, are adopted to represent medical professionals’ organisms of MOOCs adoption. To date, hedonic/utilitarian concepts are more commonly adopted as organisms in prior studies using the S-O-R model and psychological constructs have received lesser attention. Hence, this study enriches the S-O-R model into an invaluable context, and this study’s contribution on the application of capturing psychological constructs for completely explaining three types of technological features as external stimuli to medical professionals’ LP in MOOCs is well-documented.

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来源期刊

Interactive Technology and Smart Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

12.00

自引率

2.30%

发文量

期刊介绍： Interactive Technology and Smart Education (ITSE) is a multi-disciplinary, peer-reviewed journal, which provides a distinct forum to specially promote innovation and participative research approaches. The following terms are defined, as used in the context of this journal: -Interactive Technology refers to all forms of digital technology, as described above, emphasizing innovation and human-/user-centred approaches. -Smart Education "SMART" is used as an acronym that refers to interactive technology that offers a more flexible and tailored approach to meet diverse individual requirements by being “Sensitive, Manageable, Adaptable, Responsive and Timely” to educators’ pedagogical strategies and learners’ educational and social needs’. -Articles are invited that explore innovative use of educational technologies that advance interactive technology in general and its applications in education in particular. The journal aims to bridge gaps in the field by promoting design research, action research, and continuous evaluation as an integral part of the development cycle of usable solutions/systems.