高等教育磨課師線上課程購買行為之分析

Behavioral Analysis of Purchasing Online MOOCs in Higher Education

凌榆舜(Yu-Shun Ling)

指導教授 ： 鍾志鴻

淡江大學/教育學院/教育科技學系碩士班/碩士(2021年)

https://doi.org/10.6846/TKU.2021.00342

摘要

本研究主要援引整合科技接受模式理論，探討高等教育磨課師線上學習購買行為。本研究採用問卷調查法，以磨課師線上學習平臺之高等教育學習者為研究對象，共計回收問卷191份，回收率為95.5%。問卷回收完成後，運用SPSS19.0進行分析，涉及統計方法包括敘述性統計分析、因素分析、信度分析、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關分析、多元迴歸分析等，獲致以下結論；一、磨課師線上學習者在自我效能、付出預期、績效預期、關係行銷、社群影響及購買意願認知介於「同意」與「非常同意」之間，表明受試者的認同程度較高。二、不同年齡、每月可支用金額、金錢的來源、花費在MOOCs的預算的磨課師線上學習者在自我效能、付出預期、績效預期、關係行銷、社群影響上達顯著差異；不同就讀年級的磨課師線上學習者在社群影響上達顯著差異。不同每月可支用金額、花費在MOOCs的預算的磨課師線上學習者在購買意願上達顯著差異。三、自我效能、付出預期、績效預期、關係行銷、社群影響與購買意願具有顯著正相關。四、磨課師線上學習者自我效能、付出預期、績效預期、關係行銷、社群影響對購買意願具有顯著正向影響。

關鍵字

磨課師(MOOCs) ； 線上學習 ； 購買行為

並列摘要

This study mainly quotes and integrates the technology acceptance model theory, and discusses the behavior of purchasing online MOOCs in higher education. Also, this study applies the questionnaire survey, regards higher education MOOCs online learners as research objects, and recycles 191 questionnaires with the recovery rate of 95.5%. After recycling questionnaires, SPSS19.0 is applied for analysis, involved in the statistical methods, such as narrative statistical analysis, factor analysis, reliability analysis, independent sample t test, one-way ANOVA, Pearson’s product-moment correlation, and multivariate regression analysis. And the following conclusions are drawn: 1. MOOCs online learners range from agree to very agree in self-efficacy, payment expectation, performance expectation, relational marketing, social group influence, and purchase intention cognition, showing that respondents have the higher cognition degree. 2. MOOCs online learners with different ages, monthly expenditure amounts, money sources, and budgeting on MOOCs reach the significant difference in self-efficacy, payment expectation, performance expectation, relational marketing, and social group influence. MOOCs online learners at different grades show the significant difference in the social group influence. MOOCs online learners with different monthly expenditure amounts and budgeting on MOOCs reveal the significant difference in purchase intention. 3. Self-efficacy, payment expectation, performance expectation, relational marketing, and social group influence show the significantly positive correlation with purchase intention. 4. MOOCs online learners’ self-efficacy, payment expectation, performance expectation, relational marketing, and social group influence have the significantly positive correlation on purchase intention.

並列關鍵字

Higher Education ； MOOCs ； E-Learning ； Purchasing Behaviors

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