More factors, better understanding: model verification and construct validity study on the community of inquiry in MOOC.

This study aimed to verify the applicability of the community of inquiry (CoI) survey instrument in MOOC involving 1,186 college students from 11 different disciplines in China. Exploratory factor analysis was used to explore potential factor structure models, and confirmatory factor analysis was utilized to verify the four-factor structure obtained from exploratory factor analysis. The original three- and new six-factor structure models were also included in the study. Confirmatory factor analysis results indicating that all three models fit very well with the data. Then Chi-square difference test was used to select the optimal model. Results indicate that the six-factor structure model with teaching presence, social presence, cognitive presence, design and organization, affective expression, and resolution is the optimal one, with good convergent and discriminant validity. Especially, the chi-square difference results indicate that design and organization can be significantly distinguished from teaching presence, whereas affective expression can be significantly distinguished from social presence, and resolution can be significantly distinguished from cognitive presence. Based on these findings, the present study argues that the six-factor structure model can provide a better understanding for the fine design and implementation of MOOC.

What Affects Vocational Teachers' Acceptance and Use of ICT in Teaching? A Large-Scale Survey of Higher Vocational College Teachers in China.

This study aimed to explore what factors affect teachers' acceptance and instructional use of ICT in Chinese higher vocational colleges. Grounded in the modified UTAUT model, the current study investigated the direct and indirect effects of teachers' performance expectancy, effort expectancy, external conditions, and behavioral intentions on using ICT in teaching. A total of 6087 teachers from 219 vocational colleges in 28 provinces in China participated in a large-scale survey. Structural equation modeling revealed that the teachers' psychological perceptions (including performance expectancy, effort expectancy, and intention to use ICT technology) and the external support conditions (including professional development support, infrastructures, the climate of organizational reform and innovation, and teacher performance assessment mechanisms) significantly directly affect the use of ICT in Chinese higher vocational college teachers' teaching practice. Moreover, this study confirmed the mediating role of teachers' intention to use ICT in teaching in the relationship between teachers' psychological perceptions and ICT instructional usage behavior. However, there were differences in the significance of these variables in the chain effect of teachers' intention to use ICT. These findings expand our understanding of the factors influencing ICT use in teaching among VET teachers in China, thus providing practical implications for higher vocational college managers to promote teachers' ICT teaching behaviors.