臺灣博碩士論文加值系統

隨著數位科技迅速的發展，數位移民和數位原生民之間的差距越加明顯。為了減少他們之間的數位落差，本研究以台灣的宗教型非營利組織中的數位移民為研究對象，因為他們在該類型的組織中佔超過半數，且正面臨組織電子化的過程。我們以慈濟組織所推行的靜思電子書做為研究案例，並透過脈絡調查法(contextual inquiry)以及Dreyfus的技能習得模型(Dreyfus model of skill acquisition)來檢視慈濟的數位移民學習靜思電子書的過程；此外，由於不同數位程度的數位移民學習數位工具的成效並不相同，我們依據靜思電子書使用者的電腦使用經驗將他們區分 為三種數位程度，並比較他們學習靜思電子書的過程。最後本研究提出數位移民學習的五階段過程以及在每一階段學習上的建議。

根據研究的結果與討論，以下是對於宗教型非營利組織推行電子化的建議： (1) 創造使用數位工具或服務的動機； (2) 開發數位平台供不同的數位工具使用；(3) 建立組織成員間的學習互助網絡。本研究結果期望能夠提供宗教型非營利組織在推行電子化的過程能夠有效地協助數位移民學習數位工具的方向。

As digital technology develops at a significant rate, the divide between digital immigrants and digital natives is more obvious. In order to reduce the divide, we focused on the digital immigrants of the religious nonprofit organizations in Taiwan since they account for over half of the religious nonprofit organizations and they are encountering the digitalization of their organizations. Therefore, we took the Tzu Chi e-reader as the case study, and used contextual inquiry and the Dreyfus model of skill acquisition for viewing the digital immigrant’s process of learning how to use the Tzu Chi e-reader from a holistic perspective. In addition, the performance in learning a digital tool differs between the digital immigrants with different digital skills. We divided the Tzu Chi e-reader users into three levels of digital skills according to their computer-using experience, and compared their learning process of the Tzu Chi e-reader. Finally, we proposed the five stages of the digital immigrant’s learning process and the recommendations in each stage.

According to the results and the discussion, here is the implication of digitalization for the religious organizations: (1) Create the motive of using the digital tool or services; (2) Develop the digital platform for the different digital tools; (3) Build the assistant net. The results of the study are expected to give the religious nonprofit organizations a strategy for promoting the digitalization work as well as assisting the digital immigrants in learning the digital tool.

摘要 i
Abstract ii
誌謝 iii
Contents iv
Figures &; Tables vii

CH1 Introduction
1-1 The Background 1
1-2 The Motivation 2
1-3 The Objectives 4
1-4 The Scope and The Limitation 4
1-5 The Structure of The Thesis 5

CH2 Literature Review
2-1 The Digitalization of The Buddhism Organizations in Taiwan 7
2-1-1 The Management of Fund and Human Resources 7
2-1-2 The Management of Knowledge 8
2-2 The Structure of Tzu Chi 11
2-3 E-Reader: The Best Friend of The Digital Immigrant 12
2-3-1 The Elder’s Needs 12
2-3-2 The Comparison between e-Reader, PDA, Smartphone, and Tablet 12
2-4 Accept New Technology 13
2-4-1 Technology Acceptance Theory 13
2-4-2 How Do Digital Immigrants Accept New Digital Technology 14
2-5 The Five Stages of Skill Acquisition 15

CH3 Methodology
3-1 Research Structure 17
3-2 The Process of Lecture on Digital Fundraising Book 18
3-3 The Process of The Contextual Inquiry 20
3-4 The Contextual Inquiry Tools 21
3-5 Data Analysis 22

CH4 Result
4-1 Consolidated Flow Model 25
4-1-1 The Relationship of Roles in The Period of Paperwork 26
4-1-2 The Relationship of Roles in The Period of Digital Work 30
4-2 Consolidated Sequence Model 33
4-2-1 The Advantage of Digital Work 33
4-2-2 The Disadvantage of Digital Work 36
4-3 Consolidated Artifact Model 36
4-3-1 Recording Tools 37
4-3-2 Auxiliary Recording Tools 39
4-3-3 Checking Tools 40
4-3-4 Contact Tools 42
4-3-5 Interaction Tools 44
4-3-6 Studying Tools 44
4-3-7 Others 45
4-4 Consolidated Cultural Model 46
4-4-1 The Positive Influence of The Culture 47
4-4-2 The Negative Influence of The Culture 47
4-4-3 The Relationship between The Positive and The Negative Culture 47

CH5 Discussion
5-1 Before using Tzu Chi e-readr 50
5-2 Novice 51
5-2-1 Challenge &; Skill 51
5-2-2 The Consequence of The Novice Stage 52
5-2-3 The Recommendations for The Novice Stage 53
5-3 Competent 53
5-3-1 Challenge &; Skill 53
5-3-2 The Consequence of The Competent Stage 55
5-3-3 The Recommendations for The Competent Stage 55
5-4 Proficient 56
5-4-1 Challenge &; Skill 56
5-4-2 The Consequence of The Proficient Stage 57
5-4-3 The Recommendations for The Proficient Stage 58
5-5 Expert 58
5-5-1 Challenge &; Skill 58
5-5-2 The Consequence of The Expert Stage 59
5-5-3 The Recommendations for The Expert Stage 59
5-6 Visionary 60
5-6-1 Challenge &; Skill 60
5-6-2 The Consequence of The Visionary Stage 60
5-6-3 The Recommendations for The Visionary Stage 60
5-7 The Brief Summary 61

CH6 Conclusion
6-1 The Implication 63
6-2 The Recommendation for The Future Work 66

References 69

Appendix
Appendix A : Affinity Diagram of Low-Skilled Digital Immigrants 73
Appendix B : Affinity Diagram of Middle-Skilled Digital Immigrants 80
Appendix C : Affinity Diagram of High-Skilled Digital Immigrants 85

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