臺灣博碩士論文加值系統

e-Learning為近年來教育領域中廣泛被運用的一種新興的教學模式。然而，近年來卻發現在大專校院中，e-Learning推廣的歷程並不如預期中平順。主要的原因是在於多數的教師對於採用e-Learning教學的接受意願並不高。從教學者的角度來看，實行e-Learning的關鍵乃在於教師必須自我認知具備足夠使用e-Learning的能力去達成教學任務，如此才足以提高教師採用e-Learning的接受意願，進而順利地落實e-Learning於學校教學上。
基於此，本研究以社會認知理論 (social cognitive theory) 作為研究模式之基礎，探討教師e-Learning教學自我效能(instructor’s e-Learning self-efficacy) 的內涵，以及其相關因素對於教師e-Learning採用意願的影響。本研究採用結構方程模式 (structure equation modeling) 技術進行研究模式之驗證。研究對象是以台灣大專校院的教師為受測者，共發出1386份的網路問卷，有效回收問卷數為216份，回收率為15.6%。
整體而言，研究結果發現「教師e-Learning教學自我效能」的內涵為「e-Learning教學科技自我效能」、「e-Learning教學設計自我效能」和「e-Learning班級經營自我效能」等三個向度。「教師e-Learning教學自我效能」在教師對於採用e-Learning教學所預期的成效、預期的個人成就感與評價、採用e-Learning教學的情感態度與焦慮感，以及採用e-Learning教學的行為意願上，皆具有重要的影響力。對於研究結果，本文亦提出了討論與未來的研究方向。

Instructor’s e-Learning self-efficacy (IELSE), or the beliefs in instructor’s capabilities to organize and execute courses of e-Learning actions required to produce given attainments, is a potentially important construct to explain the instructors’ decisions of e-Learning adoption.　
Based on social cognitive theory (SCT), we discuss the traits and the role of instructors’ e-Learning self-efficacy in the determination of e-Learning adoption. A survey of a total of 216 instructors from different universities in Taiwan was conducted to develop and validate a measure of instructor e-Learning self-efficacy and to assess its impacts on the instructor’s decision process of e-Learning adoption, using the structural equation modeling techniques.
Overall, the structural equation modeling analysis indicated that three dimensions stand out: e-Learning instruction technology self-efficacy, e-Learning instruction design self-efficacy, and e-Learning class management self-efficacy. In addition, the results also found instructor’s e-Learning self-efficacy had a significant influence on instructors’ cognitive responses (i.e. outcome expectations), affective responses (i.e., affective attitude and anxiety), and instructors’ behavior intention of e-Learning adoption. Based on the results from this study, implications for research and practice, and future research were discussed.

謝 詞 I
摘 要 II
Abstract III
目　錄 IV
圖　次 VI
表　次 VII
第一章　緒論 1
第一節 研究背景與動機 1
第二節　研究目的 3
第三節　研究流程與論文架構 4
第二章　文獻探討 7
第一節　e-Learning的定義與類型 7
第二節　e-Learning的特性與教師在e-Learning教學模式中的挑戰 8
第三節　社會認知理論 11
第四節　自我效能 12
第五節　教師e-Learning教學自我效能量表的發展 15
第三章　研究模式、變項與假設 19
第一節　研究模式 19
第二節　研究變項 22
第三節　研究假設 25
第四章　研究設計 33
第一節　研究對象 33
第二節　研究工具 34
第三節　量表的預試 39
第四節　資料蒐集 42
第五節　資料分析方法 43
第五章　資料分析 45
第一節　樣本基本資料描述與分析 45
第二節　教師e-Learning教學自我效能量表的驗證 46
第三節　研究假設與模式的驗證 56
第六章　結論與建議 67
第一節 研究結果討論 67
第二節 研究貢獻 69
第三節 未來研究方向 74
第四節 結論 76
參考文獻 77
壹、中文部分 77
貳、英文部分 77
附錄 83
附錄一：預試問卷 83
附錄二：正式問卷 88
附錄三：預試與正式問卷發送邀請函 94
附錄四：預試與正式問卷發送回饋意見 95
附錄五：SAS程式 97

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