Research On The Influence Factors Of College Teachers' Blended Teaching Acceptance

Since the 21 st century,the rapid development of information technology,multimedia technology,network technology and other increasingly popular,driving blended teaching swept the world.Blended teaching combines the advantages of traditional teaching and online teaching.It not only plays the leading role of teachers,but also emphasizes the dominant position of students and improves the efficiency and quality of teaching and learning.It has become the mainstream of higher education reform.Under the general trend of blended teaching reform in colleges and universities,teachers as the designers,organizers and evaluators of blended teaching and explore the teacher's attitude and acceptance of blended teaching has become a crucial issue,which is the key step that colleges and universities can successfully carry out the blended teaching and ensure its quality,it is also related to its future development prospects.The research mainly adopts the methods of literature research,interview,questionnaire and statistical analysis.Based on the theories of Decomposed Theory of Planned Behavior(DTPB)and Task Technology Fit(TTF),integrates TRA,TPB,TAM and TAM2,UTAUT,TAM3,DTPB and TTF,and unify the concepts of overlapping and overlapping behind these models,integrate and amend DTPB and TTF models.Then determine the variables of the study and put forward research hypotheses to build a model of blended teaching acceptance of college teachers.In the scale design and development stage,the interview design should be conducted first to understand the teachers' attitudes towards blended teaching and the needs of teaching so as to ensure that the design of the scale items can be in accordance with the actual teaching of mixed teaching.The SPSS 20.0 software is used to test the validity of the collected data and delete or correct the items based on the test results.The collected 219 valid data were tested with the Outer model and Inner model using Smart PLS 3.0 software.The test results of the Outer model show that the model has good reliability and validity.The test of the Inner model is the verification of the research hypothesis and the model.Followed by independent sample T test and one-way analysis of variance,the adjustment variables(gender,age,subject)to explore the impact.Through hypothesis testing,it is found that teachers' Attitude and Perceived BehavioralControl significantly affect their blended-teaching BehavioralIntention,the most significant impact is on Attitudes,followed by the Perceived Behavioral Control;Unlike mostprevious studies,Task Technology Fit andSubjective Normhave no significant effect on Behavioral Intentions.;Perceived Usefulness and Compatibility have significant influence onAttitude,and indirectly influence Behavioral Intention;Self-efficacy and Availability have positive effect on PerceivedBehavioral Control,and affect teachers' Behavioral Intention indirectly through Perceived Behavioral Control.By investigating the effects of manipulating variables can be found,there was a difference of two variables include Technology Characteristics and Perceived Behavioral Control in different genders.Male teachers were more aware of these two variables.In terms of age,teachers aged 51-60 are mainly different from others.The difference of teachers in different age groups indicates that teachers aged 51-60 have a weak perception of many variables.Disciplinary differences are mainly caused by the differences between Neo-Confucianism and other disciplines.Therefore,in the future,we should pay attention to the role of training in the promotion of blended teaching and design appropriate training contents and forms for different groups of teachers.And let teachers recognize the usefulness of blended teaching so as to change its attitude.All above will be promote the popularity of blended teaching.