【摘要】 在线教学呈现爆发式增长态势,线上教学有效性的前因研究具有极其重要的现实需要。基于社会认知理论,探讨网络学习环境中线上教师行为感知及信息化技术交互和环境支持对线上教学有效性的影响,并进一步探究学习者学习效能和学习动机的中介和调节效应。通过对某高等院校新冠肺炎疫情期间进行线上教学的910个样本的问卷调查,实证结果表明:线上教师行为感知及信息化技术交互和环境支持对线上教学有效性有显著的正向影响;同时学习者学习效能起到部分中介作用;学习动机正向调解线上教师行为感知和学习者学习效能的关系,学习动机越高,线上教师行为对学习者学习效能的正向影响越大。更多还原

【Abstract】 Online teaching presents an explosive growing trend,and the antecedent study of its effectiveness has a very important practical need. Based on the theory of social cognition,the online learning environment is discussed,such as the influence of teachers’ behavior perception,information technology interaction and environmental support on the effectiveness of online teaching. The mediating and moderating effects of learners’ learning efficacy and motivation are further explored. A questionnaire of 910 samples of online teaching during the COVID-19 epidemic in a university was issued,and the empirical results show that online teachers’ behavior perception,information technology interaction and environmental support have significant effects on the effectiveness of online teaching, in which learners’ learning efficacy plays a part of mediating role. The relation between teachers’ behavior and learners’ learning efficacy is positively moderated by learning motivation. The higher the learning motivation is,the greater the positive influence of teachers’ behavior perception on learners’ learning efficacy will have.更多还原