Based on the perspective of TAM, this study studied five domestic universities using or have used the public policy scenario-based online teaching platform, constructed a theoretical model of teaching sat-isfaction of the online teaching platform, and empirically tested its internal influence mechanism. The results show that:(1) The satisfaction of public policy scenario-based online teaching platform is acceptable, but low-er than that of offline teaching. In terms of the three dimensions of teaching effect, teaching experience and teaching harvest, the mean value of teaching effect is relatively the lowest. (2) Perceived usefulness, perceived ease of use and external environment will significantly positively affect the teaching satisfaction of online teach-ing platform. Comparatively speaking, perceived usefulness has a more significant positive impact on teaching satisfaction. (3) The overall cognitive differences of students in different majors are not significant, but their perceived usefulness and perceived ease of use of online teaching platforms are significant. At the same time, the lower students have a higher perception of the online teaching platform than that of the senior students. This study reveals the influencing factors of online teaching satisfaction and its influence on teaching satisfaction, and the perceived usefulness, perceived ease of use, external environment and the characteristics of students, how to further improve the teaching satisfaction of online teaching platform.
维普
万方数据