王秀凤
（北京开放大学 首都终身教育研究基地，北京 100081）
【摘 要】满足学生需求应作为远程教育服务供给侧改革的出发点和落脚点。文章基于需求理论和需求—供给匹配理论构建了服务供需匹配测量指标体系。基于北京开放大学2 791份样本数据，采用描述统计方法分析了学生需求满足状况及其群体差异。研究发现：74〜80﹪的学生认为学习条件、认知、发展、情感、自我实现等需求“大部分及以上”满足；“学习条件”需求满足水平最低，“发展”需求满足水平最高；十六项具体需求“大部分及以上”满足比例为62〜80﹪，其中，“有助学业进步”需求满足水平最好，“缓解学费压力”最差。从群体差异看，各级各类需求满足度均在性别、年级、学科、入学前受教育程度、就业状况（职位）等方面存在显著差异，低龄、低收入、低职务、多孩、入学前高学历、女性、二年级学生、艺术学和法学学科等群体需求满足水平较差。建议以满足学生基本型需求为支撑，以个性化需求为导向，以需求管理为手段，根据学生的需求强度有针对性地改进服务，以提高供给有效性水平。
【关键词】远程教育；服务供需匹配；需求满足度；群体差异
Study on the Fitting Status of Services Supply and Students Needs in Distance Education and the Characteristics of Group Differences
WANG Xiufeng
（Capital Lifelong Education Research Base, Beijing Open University, Beijing 100081, China）
Abstract：Meeting the needs of students is regarded as the starting point and foothold of the supply-side reform of distance education service. Based on Need-Supply Fit theory and Maslow’s hierarchy of needs theory, a measurement index framework of Need-Supply Fit is constructed. Taking Beijing Open University as an example, an empirical study of 2 791 valid cases was taken by means of descriptive statistical analysis to explain the fitting status of services supply and students’ needs and the characteristics of group differences. Results showed that 74~80% students consider their learning conditions, cognition, development, emotion, self-realization and other needs as “mostly or above” satisfied. Satisfaction level of learning condition need was the lowest, and satisfaction level of development need was the highest. The proportion of “most or more satisfied” of the 16 specific needs was 62~80%, among which, satisfaction level of the needs for academic progress was the best, and the satisfaction level of the needs for relieving tuition pressure was the least. From the perspective of group differences, there are significant differences in need satisfaction of all levels and types in terms of gender, grade, discipline, education level before enrollment and employment status (position). The need satisfaction level of specific groups is low, literally those with young age, low income, low social position, multiple children, high education level before enrollment, and those who are female, students of class 2018, who enrolled in art and law programmess. This article suggests that targeted measures could be taken according to the intensity of students’ needs to continuously improve the effectiveness of service supply by supporting students’ basic needs, taking personalized needs as the guidance and demand management as means.
Keywords：distance education; need-supply fit; needs satisfaction; group difference
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远程教育服务供需匹配状况及其群体差异研究.pdf
