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研究生:黎南海
研究生(外文):Nam-hai Le
論文名稱:商管知識取得之數位學習歷程樣板發展研究
論文名稱(外文):E-learning Portfolio Template Development for Knowledge Acquisition in Business Study
指導教授:林建仲林建仲引用關係
指導教授(外文):Lin, Chien-Chung
學位類別:碩士
校院名稱:美和技術學院
系所名稱:經營管理研究所
學門:商業及管理學門
學類:其他商業及管理學類
論文種類:學術論文
畢業學年度:97
語文別:英文
論文頁數:154
中文關鍵詞:數位學習歷程檔案知識管理系統發展SharePoint伺服器2007樣板
外文關鍵詞:TemplateSharepoint Server 2007System DevelopmentKnowledge ManagementE-portfolio
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數位學習歷程檔案或稱之為網頁化檔案是一種應用在學習與評量的工具,數位學習歷程檔案具有諸如檔案化、評估成效、及學生在學習的進展等多重重要意義;其包括文件編製、資源整合、及成效等原手工藝成品的電子化收集。而這些蒐集可包括文字、圖案、及網站、或電子裝置中的多媒體等。目前數位學習學習歷程檔案在高等教育上的使用已相當普遍,大多使用在大學的研究所、個人生涯規劃、及終生學習方面。
本研究主要目的在於發展一個在微軟SharePoint 伺服器(SPS)系統平台上供學生選擇使用的知識取得數位學習歷程檔案樣板, 學習者可利用本樣板進行蒐集、儲存、分享資訊、以及擴展與管理他們的知識;本數位學習系統有效提升教學成效及學生的學習效果。
本研究應用Waterfall系統發展模式做為本研究的方法之一,模式包括:系統分析、系統設計、及系統建構與系統評估等階段。本研究同時應用專家諮詢研究方法,共有32位在知識管理與數位學習領域的專家,針對本研究所發展的樣板及模組進行實機操作與評估。所蒐集到的資料再以SPSS 14.0版本統計軟體工具進行包括單一樣本t考驗、單因子變異數分析、相關分析、多元迴歸分析、及徑路分析等統計分析。
最後,本研究結果發現,研究所發展應用在數位學習歷程檔案知識取得樣板模組功能適合在SPS知識管理入口網使用,除此之外,本研究同時發現一些提升數位學習歷程檔案樣板效果的專家意見與建議。
E-portfolios or web-folios are a useful learning and assessment tool. An e-portfolio is an important means of documenting and evaluating achievements and improvements in student learning, a digitalized collection of artifacts which includes demonstrations, resources, and achievements. This collection can consist of text-based, graphic or multimedia sections on a website or electronic devices. The use of electronic portfolios in higher education is becoming increasingly, its applications are for universities, development of personal planning and lifelong learning.
The purpose of this study was to develop an e-learning portfolio for knowledge acquisition (KA) with SharePoint Server (SPS) system as the template platform for students. Learners use this e-portfolio to collect, store, share their information, and in order to expand and manage their knowledge. The e-learning system promotes the teaching activities and the learning efficiency.
The methods used in this study were the application of Waterfall Model of System Development: System Analysis, System Design, System Construction and System Assessment. The consulting study was applied in this research. There were 32 experts in knowledge management and e-learning assessing the template. Statistic package SPSS 14.0 was used to test the hypotheses of the study through one-sample t-test, one-way ANOVA, Correlation, Multiple Regression analysis and Path analysis.


The findings and the outcomes of this study showed that there were four main types of e-portfolios: (1) Developmental e-portfolio; (2) Showcase e-portfolio; (3) Assessment e-portfolio and (4) Reflective e-portfolio. The experts accepted the e-learning portfolio template design. And attitude toward using was the factor that had the strongest direct effect on behavioral intention to use the template. The functions for e-learning portfolio applying KA module were suitable on the SharePoint knowledge management portal. Implications for problem solving, collaborative learning and e-learning usage were discussed. Finally, suggestions for further research were also provided.
Acknowledgements I
ABSTRACT II
中文摘要 IV
Contents VI
Tables VIII
Figures X
Chapter I Introduction 1
1.1 Background and Motivation 1
1.2 Research Objectives and Questions 2
1.3 Research Scope and Limitations 4
1.4 Definitions of Professional Terms 4
Chapter II Literature Review 6
2.1 Theoretical Base for E-portfolio Learning 6
2.2 E-portfolio Concept 7
2.3 Knowledge Management Theory 18
2.4 E-portfolio For PKM Development Model 23
2.5 Microsoft Office SharePoint Server 2007 and Knowledge Management 28
2.6 Review of Popular Teaching Webs 42
2.7 Business Teaching and Learning 53
2.8 Assessment of the E-learning Portfolio 57
Chapter III Research Methodology 60
3.1 Research Framework 60
3.2 Research Questions and Hypotheses 62
3.3 Research Methods 65
3.4 Data Analysis 68
3.5 Research Procedure 69
Chapter IV System Development and Data Analyses 71
4.1 System Analysis 71
4.2 System Design 73
4.3 System Construction and Modification 74
4.4 System Assessment 79
Chapter V Conclusions and Suggestions 113
5.1 Conclusions 113
5.2 Discussions 116
5.3 Suggestions 118
5.4 Educational Implications 120
References 121
APPENDIX – ASSESSMENT FORM 133
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