臺灣博碩士論文加值系統

資訊科技的進步，改變了舊有的學習模式，使得學習者因數位學習的興起多了另一種學習管道。
Blog因為自由、開放與共享的特性漸漸被應用在教育領域，然而目前有關Blog應用於教學的研究中較侷限在某幾個學習理論之應用，因此本研究以社會心理學的角度出發，建構一個適於網路環境的Blog學習系統，運用科技接受模型理論並加入自我效能及主觀規範做為研究架構之基礎，以探討學習者在Blog學習系統中影響知識分享意願的關鍵因素。
本研究透過問卷調查以立意抽樣方式進行實證研究，得到以下四點結論：
(1) 實證結果顯示本研究建構的Blog學習系統學習評估模式，可以有效探討影響學習者學習滿意度及知識分享意願的因素。
(2) 「認知有用性」是影響Blog學習者學習滿意度之關鍵因素；「學習滿意度」是影響Blog學習者知識分享意願之關鍵因素。
(3) 學習者知識分享意願分為三種型態，即「挺身而出型」、「推己及人型」與「樂此不疲型」，其中以「樂此不疲型」的學習者人數最多佔52.75%。表示此型態的學習者較易與他人分享個人內在知識，而這也是知識管理及分享當最難得可貴的。
(4) 知識分享意願程度為：「學習滿意度高者」>「學習滿意度中者」>「學習滿意度低者」，顯示高度滿意之學習者比其他層次的學習者，易於Blog學習系統中進行意見交換及知識傳遞。

With the rapid development of information technology and internet, to provide a good e-Learning system and make learners using with satisfaction is one of the successful factors in education.
Blog is one of the popular open sources software, because it’s freedom, sharing and opening have been used in education realm. However, researches about empirically documented the linkage between information technology application and education theory was scant. Therefore, the aim of this research attempts to explore how learner’s degree of Blog acceptance and knowledge sharing willingness in learning environment.
This empirical study involved 127 undergraduate students and conducted to test research model and hypothesis, then tried to get the four conclusions:
(1) We offer an assessed model which can be find the key factor effecting learners’ satisfaction and knowledge sharing willingness in Blog learning system.
(2) Perceived usefulness is effective key factor of the learning satisfaction. Learning Satisfaction is effective key factor of the knowledge sharing willingness.
(3) Moreover, we divided targets into three groups of knowledge sharing types by using cluster analysis, and than utilized the discrimination analysis to identify the validity of cluster analysis.
(4) These students of the high learning satisfaction are more willingness of knowledge sharing than students of the normal or low learning satisfaction in Blog learning system.

封面內頁
簽名頁
授權書 iii
中文摘要 iv
英文摘要 v
誌謝 vi
目錄 vii
圖目錄 xi
表目錄 xii

第一章 緒論
1.1 研究背景與動機 1
1.2 研究目的 4
1.3 研究流程 5
1.4 研究範圍與研究限制 6
第二章 文獻探討
2.1 Blog相關文獻 7
2.1.1 Blog之意涵 7
2.1.2 Blog之特徵 8
2.1.3 Blog於數位學習之應用 10
2.2 科技接受模型 12
2.2.1 科技接受模型的演進 12
2.2.2 科技接受模型之意涵 14
2.3 外部變數 16
2.3.1 自我效能 17
2.3.2 主觀規範 21
2.3.3 系統品質 22
2.4 學習態度 26
2.4.1 態度的意涵 26
2.4.2 學習態度的意涵 27
2.5 學習滿意度 29
2.5.1 滿意度的意涵 29
2.5.2 學習滿意度的意涵 30
2.6 知識分享意願 33
2.6.1 知識分享的意涵 33
2.6.2 知識分享意願的意涵 34
第三章 研究方法
3.1 研究理論與架構 38
3.1.1 研究理論之關聯 39
3.1.2 研究架構 43
3.2 研究設計 45
3.2.1 研究對象 46
3.2.2 研究架構設計 46
3.2.3 系統環境概念 47
3.2.4 系統配置 48
3.3 研究假說 49
3.4 變數定義與衡量 53
3.5 統計與分析方法 58
3.5.1 敘述統計分析 58
3.5.2 因素分析 59
3.5.3 信度分析 60
3.5.4 路徑分析 60
3.5.5 集群分析 61
3.5.6 區別分析 62
3.5.7 單因子變異數分析 62
3.6 問卷設計 63
3.6.1 各構面之衡量 63
3.7 前測施行與結果分析 66
3.8 確立研究架構 70
第四章 研究結果分析
4.1 樣本基本資料分析 72
4.2 因素分析與信度分析 75
4.3 路徑分析與假說檢定 81
4.4 集群分析 92
4.5 區別分析 94
4.6 集群命名 95
4.7 知識分享型態與知識分享意願之分析 97
4.8 學習滿意度與知識分享意願之分析 98
4.9 小節 99
第五章 結論與建議
5.1 研究發現與結論 102
5.2 管理與實務意涵 106
5.3 後續研究建議 108
參考文獻 110
附錄 120

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