【作者】 李定；

【导师】 邵培基；

【作者基本信息】 电子科技大学 ， 管理科学与工程， 2011， 博士

【摘要】 在线学习(web BaSed Leanling，wBL)作为B2c电子商务的一种特殊形式，突破了时空限制，成本更低，能满足不同年龄用户的教育服务需求，具有很大的发展潜力。有关数据显示，2011年中国在线学习市场的用户规模将达到2900万，市场整体规模将达405亿元人民币。然而，艾瑞咨询的调查表明，学习者对wBL服务质量的担忧、不信任、对学习的不满意等在很大程度上阻碍了wBL的发展。研究wBL服务质量的评价和改进是wBL组织机构以及学术界重要的课题之一。wBL与传统的课堂教育不同，具有更丰富的学习活动与交互形式，可以在空间和时间的维度上进行多种组合学习模式，传统课堂教育研究的结论不能直接应用于wBL服务质量的评价上。同时，wBL通过互联网提供的“教”和“学”的服务，涉及到多方的互动，学习者对服务质量的感知不是简单的对网络服务的感知，也不能用网站服务质量模型对其进行测量和评价。建立专门wBL的服务质量评价体系是当前亟待解决的问题。学术界对wBL服务质量的研究还远远不够。仅有的与之相关的研究主要从教育理论、心理学角度进行定性的研究，关于服务质量的指标不够全面，有关指标的测量也存在着很大的难度。随着互联网技术的发展，基于wBL的学习活动形式更加丰富，同步和异步学习方式在同一个wBL平台中得以集成，而目前的研究基本部是研究同步的或者异步的，有关结论的应用也受到很大的限制。本文从在线学习服务机构的角度出发，借鉴了6(?)的“D-M-A-I-c”流程管理方法，将服务质量、技术采纳等管理理论引入到wBL研究中，对wBL服务质量的评价和改进进行了研究，具有开创性的意义。本文将回笞在线学习机构应建设什么样的学习平台，提供怎样的服务，对这些服务该如何进行测量和评价，以最大限度地满足学习者的需要，提高在线学习机构的效益等问题。本文主要做了以下工作。首先，本文对wBL的学习过程进行了分析，明确了wBL服务中的两个关键问题：如何促使用户接受wBL系统和在用户使用过程中提供什么样的服务，以促进客户满意，提高学习成效。其次，本文对用户接受wBL系统的关键影响因素进行了研究。借鉴了网站成功模型和技术接受模型等理论，提出了相关的评价指标，并通过实证进行了分析。结果表明系统质量和交互质量是影响用户接受wBL的关键因素。内容质量虽然也与用户满意呈正相关关系，但影响不显著。在此基础上本文提出了wBL的采纳模型。接着，本文对用户wBL学习成效的影响因素进行了测量。实证研究表明，系统质量、内容质量、学习者对异步交互关系的满意度是影响用户学习成效的主要因素。此外，个人因素，如受教育程度等对学习成效也有显著影响。在以上研究的基础上，本文借鉴服务质量差距模型，提出了wBL服务质量评价指标体系和wBL服务过程的差距模型，明确了wBL提供机构服务改进的关键。最后，本文根据研究结论，对在实证应用的面向终身学习的教育考试服务平台服务质量提出了改进策略和路径，具有较高的针对性和可行性。更多还原

【Abstract】 As a special implication of B2C e-business., web based learning breaks through the constraints of time and space, and has a lower fee. Meeting the education requirement of learners of different ages, WBL become a promising industry. Data indicated that Chinese web based learner would reach 29 million, and its maketing scale would reach 40,5 billion. However, iresearch’s survey indicated that some problems, such as learners’mistrusting and worrying about WBL’s service quality, dissatisfacting with WBL are now hampering WBL’s development in some extent. Studing on WBL service quality’s measuring and improving is one of the most important issues for WBL institutions and academies.Compared with traditional learning, web based learning has plentiful learning activites and interactive methods, with which we can conduct a variety of learning combinations in the dimentions of time and space. And as a result, traditional classroom education theory could not be used to measure WBL’s service quality. Meanwhile, web based learning involves multi-party interaction in the process of offering teaching and learning service, so user’s feeling of service quality is not simply feeling of web service. So web service quality theory could not apply to WBL either. Establishing a specialized servie quality measuring system for web based learning becomes a pressing problem.Academic researches on WBL service quality are far away form enough. The exsiting researches are almost qualitative researches in education and phychology views. And the indicaters in the literitures are not general enough, and unoperational. With the development of network technology, WBL activities are enriched, and synchronous and asychronous learning are integrated in the same system. However, the exsiting researches almost fucosed synchronous learning or asychronous learning. The application of conclusions are also restricted.Reffered to 6δ’s‘D-M-A-I-C’process management method and service quality management theories, this paper explored into WBL service quality evaluation and improving from the perspective of WBL institution, which is innovative. This paper will answer the questions: what kind of learning platform should WBL organization construct? What services should they supply in the platform? How to measure and assess the services supplied so as to meet learners’requirement and enhance WBL organization’s business. We mainly did the folloing work:Firstly, we analyzed the process of web based learning, figuring out the two critial problem in WBL: how to make consumer accept WBL system and what kind of service should WBL institution provide to satisfy consumers so that they can get a better outcome.Then, we evalutated the critical affecting elements in the process of consumer acception. Reffered to web success model and TAM, we put forward some indicators. Empirical study showed that system quality and interaction quality play a significant role in consumer’s acception of WBL system. Consumer satisfaction is positively related with content quality, while its affectiveness is not significant.After that, we evaluated the critical affection elements associated to learning outcome. Data showed that system quality, content quality, and learner’s satisfactory with asnychonous interation are crucial to learners’outcome. Besides, personal factors, such as education also can affect.Based on the above research, we put forward WBL evluation indicator system and WBL service gap model, pointing out the key to improve service quality.Finally, according to the conclusions, we gave some service quality improvement strategies and paths on the application oriented Educational Testing Service Platform for lifelong learning, which is specialized and operational.更多还原