Abstract

With the explosive growth of various applications on the Internet, higher education institutions have advocated distance learning courses, making research on online learning increasingly important. This study attempts to emphasize the characteristics of instruction in online learning systems, using the Theory of Planned Behavior. Two groups of learners were targeted: those who had taken online education courses for more than one semester (more experienced) and those who had just started with less than two weeks of course experience (less experienced). Two benchmark models of “learner behavioral intentions in online learning” were constructed and tested for stability and invariance using structural equation modeling. The findings show that the covariance matrices of the participating groups and cross-group samples in online learning demonstrated invariance. Finally, the study suggests that educational institutions and e-learning platform developers should focus resources on key factors that enhance user acceptance and satisfaction. The study stresses the importance of consistently meeting learners’ fundamental needs for ease of use, usefulness, and enjoyment, regardless of their changing specific needs. Therefore, e-learning platforms can cater to a wide range of learners, thereby improving the educational landscape.

中文翻译：

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大学生网络学习行为意向的比较研究

摘要

随着互联网各种应用的爆发式增长，高等教育机构大力提倡远程学习课程，在线学习的研究变得越来越重要。本研究试图利用计划行为理论来强调在线学习系统中的教学特征。目标有两类学习者：参加过一学期以上在线教育课程的学习者（经验较多）和刚刚开始学习不到两周的课程经验的学习者（经验较少）。构建了“在线学习中学习者行为意图”的两个基准模型，并使用结构方程模型测试了稳定性和不变性。研究结果表明，在线学习中参与组和跨组样本的协方差矩阵表现出不变性。最后，研究建议教育机构和电子学习平台开发商应将资源集中在提高用户接受度和满意度的关键因素上。该研究强调了始终满足学习者对易用性、有用性和乐趣的基本需求的重要性，无论他们的具体需求如何变化。因此，电子学习平台可以满足广泛的学习者的需求，从而改善教育格局。