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研究生:許國賓
研究生(外文):Hsu, Kuo-Pin
論文名稱:非同步電子化學習情境對使用態度傾向之影響
論文名稱(外文):The effects of Asynchronous E-Learning Situation on Usage Intention
指導教授:陳銘薰陳銘薰引用關係
指導教授(外文):Chen, Ming-shiun
學位類別:碩士
校院名稱:國立臺北大學
系所名稱:企業管理學系
學門:商業及管理學門
學類:企業管理學類
論文種類:學術論文
論文出版年:2007
畢業學年度:95
語文別:中文
論文頁數:77
中文關鍵詞:科技接受模式電子化學習學習知覺學習情境
外文關鍵詞:TAME-LearningLearning PerceptionLearning situation
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過去電子化學習個人端層面之研究,以科技接受模式著重在便利性、互動性的探討,但對於學習情境的研究則相關缺乏,本研究以Davis(1986)發展出科技接受模式(Technology Acceptance Model; TAM),探討學習者在不同學習情境下對學習知覺以及其使用態度傾向之影響。本研究以台灣知識庫之學員樣本為研究對象,使用階層迴歸分析為其統計分析方法。研究發現學習知覺對學習情境及使用態度傾向具備部份中介效果,且若要正向提高數位學習系統學習者在使用態度之傾向,則電子化學習系統最關鍵之條件為知覺有效性。文末並提出具體之建議及後續研究方向,以供電子化學習業者及後續研究者參考。
Past studies for individual aspects of E-Learning mostly focused on convenience and interaction. However, it is relatively few to find research related to learning situated. This study adopted Technology Acceptance Model(TAM), developed by Davis in 1989, to discuss the impact of the learning perception and usage intention under different learning situated on learners. Samples from students of Taiwan Knowledge Bank were taken and the data was analyzed using hierarchy regression analysis method. The study found that learning perception and usage intention partial moderating effects. In order to positively enhance the usage intention of E-learning learners, perception efficiency is the key determinant. The results provides the e-learning system providerds and researchers certain practical & academic implications of e-learning.
第一章 緒論 1
1.1 研究背景 1
1.2 研究動機 2
1.3 研究目的 3
第二章 文獻探討 4
2.1 電子化學習 4
2.2 科技接受模式 8
2.3 學習知覺 14
2.4 使用態度傾向 16
2.5 遠距教學 17
2.6 共享教材元件參考模式 22
第三章 研究方法 26
3.1 研究架構 26
3.2 研究假說 27
3.3 變數之操作性定義與量表設計 31
3.4 研究對象資料蒐集及分析方法 36
3.5 預試分析 41
第四章 實證分析 43
4.1 正式問卷敘述性統計 43
4.2 階層迴歸 47
4.3 殘差分析 53
4.4路徑分析 57
第五章 結論與建議 63
5.1 研究結論 63
5.2 管理意涵 65
5.3 研究限制及後續研究方向 66
參考文獻 67
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