臺灣博碩士論文加值系統

e-Learning的發展始於1996年，由美國訓練發展學會(ASTD)提出第一門網際網路訓練課程開始。2000年SCORM 1.0標準釋出，e-Learning的發展到達高峰；2006年Stephen Downs提出「e-Learning 2.0」概念，運用新科技發展以學習者為核心、以實務社群為主、互相分享的學習模式；其後更有「行動學習」(mobile learning)、「無所不在的學習」(ubiquitous learning)等創新的學習概念被提出。綜觀其演進歷程，每當有一新的學習概念提出，無不與資訊科技的發展息息相關。而多位學者的研究顯示數位學習的確可以輔助傳統學習達到更好的學習成效。
作者共引分析(Author Co-citation Analysis, ACA)於1981年由White與Griffith提出。此分析方法是假設兩兩作者間共同被引用的頻率越高，則此兩作者間的關聯性越強。學者已利用作者共引分析呈現不同領域的知識結構，如資訊檢索、知識管理與策略管理等；目前則尚未有學者用以分析數位學習領域的知識結構。本研究透過作者共引分析方法，對國內及國外的學者做集群分析，並對分群結果歸納其共同的研究主題。研究結果顯示國內學者以實務性的研究為主，而國外學者較重視數位學習使用者心理層面的議題。本研究藉由資訊管理的觀點，提供了一個較清晰的知識結構，使相關使用者能夠藉此了解數位學習在1996年至2009年間研究主題的發展及演進。

The phrase “e-Learning” first coined in 1996 by the American Society of Training and Development (ASTD) while proposing the first Internet training course. In 2000, SCORM 1.0 (Sharable Content Object Reference Model version 1.0) was released and the development of e-Learning reached the peak. Then, Stephen Downs proposed “e-Learning 2.0” in 2006, which used new technology to develop a shared model that provided a greater interaction between users and communities. Furthermore, in recent years, some innovative learning concepts were discussed such as “M-Learning” (mobile learning) and “U-Learning” (ubiquitous learning). From the examples mentioned above, we can see a close connection between e-Learning and information technology.
Author co-citation analysis (ACA) is proposed by White and Griffith in 1981. It assumes that the more frequently two authors are cited together, the closer the relationship is between them. ACA has been applied to show the intellectual structure in many fields such as information retrieval, knowledge management, and strategic management. However, it has not yet been used to analyze e-Learning development. From the perspective of the management information systems (MIS), this paper provides an intellectual structure of e-Learning. By applying ACA method, we analyzed the abroad and domestic authors clustering results and categorized their research topics into clusters. Results show that domestic authors put more efforts on practical studies, and abroad authors focused on users’ psychological reaction. It provides a clear intellectual structure, which enables us to study and understand research topics of e-Learning from 1996 to 2009.

ABSTRACT
中文摘要
I. Introduction
1.1 Motivation
1.2 Research Purpose
II. Literature Review
2.1 e-Learning
2.2 Author Co-citation Analysis
III. Methodology
IV. Implementation
4.1 Sample sources
4.1.1 International journal articles
4.1.2 Taiwan’s Electronic Theses and Dissertations System
4.2 Authors’ data processing
4.2.1 Unify authors’ names
4.2.2 Program interface
4.3 Forming the intellectual structure
4.3.1 Clustering results for citations of international journal articles
4.3.2 Clustering results for domestic citations of ETDS
4.4 Comparisons of research topics
4.4.1 Abroad and domestic authors
4.4.2 MIS and educational perspective
4.5 Suggestions for military
V. Conclusion
References
Appendix: List of journal names with abbreviation and full name

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