臺灣博碩士論文加值系統

摘 要
部落格的使用愈來愈受到重視，然而是什麼因素促進和抑制教師採用教學部落格還沒有被探討。本研究目的在探討中等學校教師採用教學部落格(teaching blog)時會受那些因素影響與其影響之程度。我們根據Rogers的創新擴散理論，並整理過去文獻整理出四個構面，包括個人特性、創新特性、學校特性和環境特性，共14個可能的影響因素。本研究由第一屆教育部落大賽中，188位國中、高中、高職教師為問卷對象，以連結至參賽教師的部落格進行留言或e-mail邀請教師填答問卷，實際填達完成74份，另外以隨機抽取方式，高中、高職、國中各抽取10所，共發出600份問卷，回收之有效問卷為251份，合計有效問卷為325份。
本研究以區別分析、卡方檢定、典型相關分析等統計方法，以考驗各項研究假設。本研究結果指出編碼化辛勞、喪失知識優勢、利他主義、個人創新特質、認知有用、認知易用、相容性、認知愉悅、學校支持、學校獎勵、上級影響和同儕影響等12個因素會影響教師採用教學部落格。結果也指出編碼化辛勞、利他主義、個人創新特質、認知有用、認知易用、相容性、認知愉悅、學校支持等8個因素是辨識是否採用的重要指標。
本研究找出影響教師採用教學部落格的因素與其影響程度，希望有助於未來相關研究及未來學校推行教師採用教學部落格時的參考。讓學校能針對各種情況能做好規劃與政策訂定的工作，避免教師仍不願意採用，造成空有平台但無資訊的情況，使學校在教學部落格的推行時能更順利。


關鍵字: 部落格、教學部落格、創新擴散理論、資訊科技採用

Abstract
Recently, there has been a dramatic proliferation in the number of teaching blogs; however, little is published about what motivates people to adopt the teaching blogs. The purpose of this study is to find out which factors can significantly influence whether a teacher chooses to use a teaching blog or not, and the degrees of these influences. An integrated model was conducted based on innovation diffusion theory. Four constructs (including individual characteristics, the characteristics of innovation technology, school’s characteristics and organizational characteristics) and fourteen factors are included. A questionnaire was sent to 188 teachers from junior high schools, senior high schools, and vocational high schools. The 188 teachers who had signed up for the first eduBlog Awards held by the Ministry of Education as survey subjects, so that invitations to fill out questionnaires can be delivered to teachers by leaving messages in their blogs or by email. A total of 74 (out of 188) usable responses were obtained. In addition, 10 high schools, 10 vocational high schools, and 10 junior high schools were selected by random sampling. By the time this survey was concluded, a total of 251 (out of 600) questionnaires were collected. The total number of valid questionnaires is 325 for data analysis.
Discriminant analysis, Chi square test, and Canonical correlation analysis are used in this study to test each of the research hypotheses. The results indicate that codification effort, loss of knowledge power, altruism, personal innovation, perceived usefulness, perceived ease of use, compatibility, perceived enjoyment, school support, school incentives, superior influence and peer influence are critical factors. The results also indicate that codification effort, altruism, personal innovation, perceived usefulness, perceived ease of use, compatibility, perceived enjoyment and school support are important discriminatory factors
The purpose of this study is to find out the factors which influence whether a teacher chooses to use a teaching blog or not, and the degrees of the influences. Hopefully, it can contribute to related studies in the future and can be used as a reference when schools recommend teachers to use teaching blogs in the future. And schools can make plans and policies for all the situations to avoid teachers’ unwillingness to using teaching blogs, which may result in a platform without any information, so that schools’ promotion of teaching blogs would go smoother.

Keywords: Blog, Teaching Blog, Innovation Diffusion Theory, IT Adoption

摘 要 I
Abstract III
謝 誌 V
目 錄 VII
圖 次 IX
表 次 XI
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 4
第三節 研究方法與步驟 6
第四節 研究範圍 7
第五節 名詞解釋 9
第二章 文獻探討 11
第一節 教學部落格及相關研究 11
第二節 教學部落格現況 22
第三節 創新擴散理論及相關研究 32
第三章 研究設計與實施 47
第一節 研究架構 47
第二節 研究對象 48
第三節 研究假設 49
第四節 研究工具 58
第五節 調查實施 70
第六節 資料處理 72
第四章 資料分析 73
第一節 樣本結構分析 73
第二節 信度與效度分析 78
第三節 各因素是否影響採用教學部落格之區別分析 85
第四節 不同背景變項與是否採用教學部落格的差異分析 94
第五節 各影響因素構面之典型相關分析 103
第六節 假設檢定 119
第五章 結論與建議 127
第一節 研究結論 127
第二節 研究貢獻 138
第三節 研究限制 144
第四節 未來研究方向 146
參考文獻 149
壹、中文部份 149
貳、英文部份 153
附錄 167

圖 次
圖2-1　部落格的類型 16
圖2-2　98年舉辦「第一屆教育部落格大賽」首頁 23
圖2-3　98年舉辦「第一屆教育部落格大賽」各組參加報名人數 24
圖2-4　2009第一屆教育部落格大賽協力推廣單位 26
圖2-5　國立南港高工學校部落格平台分類 27
圖2-6　南港高工「模具一孝」班級聯絡薄 28
圖2-7　南港高工計算機概論科部落格 29
圖2-8　南港高工某社團部落格 30
圖2-9　創新擴散過程 (Rogers,1983) 34
圖2-10 創新擴散過程模型 (Kwon & Zmud,1987) 36
圖3-1　研究架構圖 47
圖4-1　個人特性與創新特性的典型相關模型 106
圖4-2　個人特性與學校特性的典型相關模型 108
圖4-3　個人特性與環境特性的典型相關模型(第一組) 111
圖4-4　創新特性與學校特性的典型相關模型 113
圖4-5　創新特性與環境特性的典型相關模型 115
圖4-6　學校特性與環境特性的典型相關模型 117
圖4-7　研究假設檢定結果架構圖 124
圖4-8　影響教師採用教學部格因素區別能力 125

表2-1　國外教學部落格相關研究 17
表2-2　國內教學部落格相關研究 19
表2-3　各層級教師比例與參與第一屆教育部落格教師個人組比例 25
表2-4　國外探討個人/組織資訊科技採用的相關理論 37
表2-5　國內探討個人/組織資訊科技採用的相關理論 37
表3-1　衡量的變數與問項 59
表3-2　信度分析(預試樣本) 64
表3-3　各構面的KMO MSA值與Bartlett球形檢定 (預試樣本) 66
表3-4　個人特性構面的因素分析 (預試樣本) 67
表3-5　創新特性構面的因素分析 (預試樣本) 68
表3-6　學校特性構面的因素分析 (預試樣本) 69
表3-7　環境特性構面的因素分析 (預試樣本) 69
表4-1　郵寄問卷的樣本學校 71
表4-2　樣本背景資料統計表 77
表4-3　信度分析 78
表4-4　各構面的KMO MSA值與Bartlett球形檢定 80
表4-5　個人特性構面的因素分析 81
表4-6　創新特性構面的因素分析 82
表4-7　學校特性構面的因素分析 83
表4-8　環境特性構面的因素分析 83
表4-9　各構面的因素分析的特徵值與解釋變異量 84
表4-10 各變數的偏態與峰態 86
表4-11 相等母群共變數矩陣之虛無假設檢定結果 87
表4-12 典型區別函數的相等母群共變數矩陣虛無假設檢定結果 87
表4-13 Pearson相關分析 88
表4-14 VIF變異數膨脹因子結果 88
表4-15 Wilks' 值 89
表4-16 各組平均數的相等性檢定 90
表4-17 結構矩陣之區別負荷量 91
表4-18 標準化的典型區別函數係數 92
表4-19 區別分析結果 93
表4-20 性別與是否採用教學部落格交叉表 94
表4-21 年齡與是否採用教學部落格交叉表 95
表4-22 教育程度與是否採用教學部落格交叉表 96
表4-23 學校屬性與是否採用教學部落格交叉表 97
表4-24 學校層級與是否採用教學部落格交叉表 98
表4-25 教授科別與是否採用教學部落格交叉表 99
表4-26 每週電腦使用總時數與是否採用教學部落格交叉表 100
表4-27 接觸網路的時間與是否採用教學部落格交叉表 101
表4-28 不同背景變項與是否採用教學部落格的差異分析結果匯整 102
表4-29 個人特性與創新特性之典型相關檢定表 104
表4-30 個人特性與創新特性之典型相關分析摘要表 105
表4-31 個人特性與學校特性之典型相關檢定表 107
表4-32 個人特性與學校特性之典型相關分析摘要表 107
表4-33 個人特性與環境特性之典型相關檢定表 109
表4-34 個人特性與環境特性之典型相關分析摘要表 110
表4-35 創新特性與學校特性之典型相關檢定表 111
表4-36 創新特性與學校特性之典型相關分析摘要表 112
表4-37 創新特性與環境特性之典型相關檢定表 114
表4-38 創新特性與環境特性之典型相關分析摘要表 114
表4-39 學校特性與環境特性之典型相關檢定表 116
表4-40 學校特性與環境特性之典型相關分析摘要表 117
表4-41 各影響構面之典型相關分析結果 118
表4-42 研究結果彙總 123

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