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首页> 外文期刊>Journal of Computing in Higher Education >Key factors to instructors’ satisfaction of learning management systems in blended learning
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Key factors to instructors’ satisfaction of learning management systems in blended learning

机译：混合学习中教师对学习管理系统满意度的关键因素

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摘要

Learning Management System (LMS) enables institutions to administer their educational resources, and support their traditional classroom education and distance education. LMS survives through instructors’ continuous use, which may be to a great extent associated with their satisfaction of the LMS. Consequently, this study examined the key factors that influence the instructors’ satisfaction of LMS in blended learning, and how this satisfaction is related to their intention to continuously use LMS in blended learning and purely for distance education. These investigated factors are related to instructors’ individual characteristics (computer anxiety, technology experience and personal innovativeness), LMS characteristics (system quality, information quality and service quality), and organizational characteristics (management support, incentives policy and training). The findings indicated that computer anxiety, personal innovativeness, system quality, information quality, management support, incentives policy and training are key factors to instructors’ satisfaction of LMS in blended learning. Furthermore, instructors’ satisfaction is a significant determinant of their continuous intention to use LMS in blended learning, and their intention to purely use LMS for distance education.
机译：学习管理系统（LMS）使机构能够管理其教育资源，并支持其传统的课堂教育和远程教育。 LMS可以通过教师的持续使用而生存，这在很大程度上与他们对LMS的满意度有关。因此，本研究探讨了影响教师在混合学习中对LMS满意度的关键因素，以及这种满意度与他们继续在混合学习中以及纯粹用于远程教育中使用LMS的意图有何关系。这些调查的因素与教师的个人特征（计算​​机焦虑，技术经验和个人创新），LMS特征（系统质量，信息质量和服务质量）以及组织特征（管理支持，激励政策和培训）有关。研究结果表明，计算机焦虑，个人创新能力，系统质量，信息质量，管理支持，激励政策和培训是教师对LMS在混合学习中满意的关键因素。此外，教师的满意度是他们继续在混合学习中使用LMS的意图以及他们纯粹将LMS用于远程教育的意图的重要决定因素。

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