Research On Obstacles And Improvement Strategies Of Online Teaching For Higher Vocational Teachers

As a new form of the new mode of education service in the era of "Internet +",online teaching has the advantages of wide spread and rapid change of information.With the COVID-19 outbreak in 2020,online teaching has made the "non-suspension of classes" in colleges and universities become a reality.As the guide and facilitator of online teaching,teachers are bound to face a series of problems and challenges in the environment different from traditional teaching.Therefore,finding and sorting out the obstacles of online teaching is the key to improve and enhance the effect of online teaching.In this study,literature analysis,questionnaire survey and interview method were used to investigate the online teaching barriers of teachers in 11 vocational colleges in Jiangxi Province.SPSS24.0 and AMOS24.0 software were used for data analysis and model test to comprehensively explore the online teaching barriers of teachers in vocational colleges and their influencing factors.Citespace,SATI and other tools were used to comb through the literature and summarize the main online teaching barriers.Based on the technology acceptance model 3,the two-dimensional structure of psychological conceptual system combined with expert opinions and the implementation status of online teaching in higher vocational colleges,a factor model of online teaching barriers for higher vocational teachers was constructed,which is based on external factors and internal factors.The four dimensions of system characteristics,community influence,convenience conditions and individual differences are determined.The system characteristic dimension includes three external variables: teaching platform,teaching resources and quality management;the community influence dimension includes two external variables: social presence and teaching interaction.The convenience condition dimension includes three external variables: evaluation mechanism,technical support,and policy support.The individual difference dimension includes three internal variables: psychological cognition,emotional attitude,ability and literacy.Three moderators(gender,teaching years and experience)and two outcome variables(perceived usefulness,perceived ease of use)were added.The results showed that the fitting indexes of the model,such as AGFI,RMSEA,NFI,IFI and CFI,all met the evaluation criteria,and the model fit degree was good.Higher vocational teachers' online teaching obstacles gradient is namely teaching interaction,psychological cognition,evaluation mechanism,policy support,ability and literacy,technical support,emotional attitude,quality management.Moreover,the quality management and teaching interaction positively affects perceived usefulness.Evaluation mechanism,technical support and policy support all positively affect perceived ease of use.Psychological cognition,emotional attitude,ability and literacy all positively affect perceived ease of use.Teaching resources,teaching platform and social presence have no significant influence on perceived usefulness.There are significant differences in online teaching barriers among higher vocational teachers with different genders,teaching ages and experience.The interview method is used to dig into the online teaching obstacles of higher vocational teachers and the reasons for the obstacles are analyzed from the perspectives of the country,colleges,teachers and learners.The four-in-one improvement strategy is proposed:(1)The State— Establish a unified planning and management mechanism for resources;Develop a unified quality standard for online teaching capabilities.(2)Institutions— Improve the intelligent network learning system and improve the quality management system of online teaching;Strengthen the top-level design of online teaching and training,establish and improve the training mechanism;Build a comprehensive and diversified online teaching evaluation system.(3)Teachers— Changing educational concepts and repositioning the role of online teachers;Cleverly use incentive and feedback strategies to retain online learners' motivation;Optimize the online teaching design and improve the informationization teaching ability.(4)Learners— Cultivate the self-regulation ability of online learners;Improve online learners' information literacy and computer skills.