臺灣博碩士論文加值系統

數位學習系統已經廣泛的被學校及企業運用在教學及教育訓練且行之多年，數位學習系統的建置數量在歷年來亦呈現倍數的成長，但在數位學習系統建置後，卻面臨使用者不足的情況。數位學習系統跟其他資訊系統一樣，越多使用者使用資訊系統，資訊系統本身的價值及其帶來的效益也就越來越高。在數位學習系統中主要有兩類使用者，即教師與學生，有些學者認為教師在使用者中扮演引導者的角色，如果教師願意使用且真正去使用數位學習系統，學生也就會跟著去使用數位學習系統。因此，本研究將以教師做為研究客體，探討有哪些因素會影響教師使用數位學習系統，並採用數位學習系統中的「網路教學系統」做為本研究的目標系統，接著從文獻中整理出影響教師使用網路教學習系統的相關因素，發現網路教學系統的資訊系統特性(資訊品質、系統品質與服務品質)和教師心理因素(主觀規範與自信心)會影響教師使用網路教學系統的行為。因此本研究整合已被廣泛驗證的科技接受模型、計畫行為理論、理性行為理論和資訊系統成功模型，提出一個以教師為主體的整合模型，該整合模型可以用來解釋教師使用網路教學系統的行為，模型包含三大構面，即資訊系統特性構面、教師心理因素構面和使用網路教學系統的行為構面，並採用調查研究法為研究方法進行問卷調查以驗證整合模型的適合度，並建立出資訊系統特性、教師心理因素與教師使用行為間的因果關係。本研究的結果發現，教師本身的心理因素和網路教學系統的系統特性都是影響教師使用網路教學系統的重要因素，教師認為外在的環境帶給教師使用網路教學系統的壓力後，教師就會去使用網路教學系統；網路教學系統本身的各項系統特性，也會促使教師去使用網路教學系統。而本研究的結果亦指出，教師的心理因素影響教師使用網路教學系統的程度大於網路教學系統的系統特性。

E-Learning systems have been widely employed in both educational and non-organizational institutions for educational purposes for years. The amount of E-Learning systems also increases rapidly. Despite the emerging trend of using E-Learning systems to facilitate teaching and learning activities in both educational and non-educational institutions, the number of users of E-learning systems is not increasing as fast as generally expected. This thesis reviews the literature of teacher behaviors of using E-learning system and technology to identify two dimensions, system characteristics aspect and teachers’ emotion aspect, concerning about the behavior of teacher using E-learning system, and then to combine a number of empirically verified theories, such as TPB, TRA, TAM and ISSM, into a new model. This thesis takes web-based learning system, one kind of E-learning system, as research target, and collects data from teachers of higher education using questionnaire. The data collected was subsequently analyzed using Structural Equation Modeling (SEM) to verify the proposed theoretical model. The result of this study indicates that the two dimensions, system characteristics aspect and teachers’ emotion aspect, do have influence on the teacher behaviors of using web-based learning system, and the teacher emotion aspect has greater influence on teacher behavior than the system characteristics aspect.

中文摘要．．．．．．．．．．．．．．．．．．．．．．．．．．I
英文摘要．．．．．．．．．．．．．．．．．．．．．．．．．．II
誌謝．．．．．．．．．．．．．．．．．．．．．．．．．．．．III
目錄．．．．．．．．．．．．．．．．．．．．．．．．．．．．IV
表目錄．．．．．．．．．．．．．．．．．．．．．．．．．．．VI
圖目錄．．．．．．．．．．．．．．．．．．．．．．．．．．．VIII
第一章 緒論... 1
第一節 研究動機 2
第二節 研究目的 4
第三節 研究範圍 5
第四節 研究流程 5
第二章 文獻探討 8
第一節 數位學習系統與網路教學系統 8
第二節 使用者意向理論 9
2.2.1 理性行為理論(TRA) 10
2.2.2 計劃行為理論(TPB) 11
2.2.3 資訊科技接受模式(TAM) 13
第三節 資訊系統成功模型 16
第四節 教師使用數位學習系統與資訊科技之相關研究 21
第三章 研究方法 32
第一節 研究模型 32
第二節 研究假說與衡量變項 33
3.2.1 網路教學系統之系統特性構面： 33
3.2.2 使用者心理因素構面 36
3.2.3 使用者行為特性構面 39
第三節 問卷設計與前測 41
第四節 資料收集方式 52
第五節 資料分析方式與信效度分析 53
第四章 實證分析結果 62
第一節 敘述性統計分析 62
4.1.1 問卷回收概況 62
4.1.2 基本資料敘述性統計分析 62
4.1.3 研究變項敘述統計分析 65
第二節 信度分析 70
第三節 相關分析 74
第四節 結構方程模式 75
4.4.1 驗證性因素分析 75
4.4.2 結構方程模式分析 81
第五章　結論與建議 98
第一節 結論 99
第二節 研究建議 102
第三節 研究限制與未來研究方向 103
參考文獻 105
附錄一 前測問卷 111
附錄二 正式問卷 117

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