在目前的知識經濟情境下，知識已成為保持競爭優勢最重要的來源。因為網路訓練的便利性與適應性，帶給了發展新組織化學習環境的趨勢。然而在教育訓練上，描述學習者控制及學習效果之間關係的綜合研究架構依然缺乏。 因此，本博士論文首先從學習績效、學習者滿意度、學習經驗累積、文件導覽與問題解決等五項構面來探討習者控制及學習效果之間的關係，並依此架構出第一個實證研究。 另外在提升網路學習的過程中主要的關鍵挑戰之一，就是有效的合作學習環境的發展。本研究即假定結構化的過程會強力的影響科技在網路合作學習活動的效果。因此，本博士論文的主要任務即提出一種基於群聚智慧技術所建立的螞蟻群聚合作學習環境，其所建構出的學習機會可讓在動態的合作及學習方法上更有效率。在經過實證的結果顯示：（1）群聚智慧系統的自我組織行為與學習者在系統選用上有正向相關；（2）群聚智慧系統的多重代理機制與學習者在系統選用上有正向相關；（3）群聚智慧系統的凝聚能力與學習者在系統選用上有正向相關；（4）學習者對系統選用的態度傾向與學習效果有正向相關。研究也發現學習者在螞蟻群聚合作學習環境下會比一般的網路學習環境有更好的表現。本研究的結論，即在提供不同的科技支援下將會影響網路學習的成就。

In the present knowledge economy context, knowledge has become the most important source of sustainable competitive advantage. Web-based training provides a trendy learning environment for the development of new organizational knowledge due to its convenience and flexibility. However, a comprehensive framework that delineates the relationship between learner control and learning effectiveness in educational training is absent. This dissertation therefore conducts empirical studies to investigate the relationship between learner control and learning effectiveness under five dimensions: learning performance, learner satisfaction, accumulation of learning experience, document navigation, and problem solving. In addition, one of the key challenges in the promotion of web-based learning is the development of effective collaborative learning environments. This research is posited that the structuration process strongly influences the effectiveness of technology used in web-based collaborative learning activities. The principal work of this dissertation is proposed an ant swarm collaborative learning (ASCL) environment based on a swarm intelligence technology that structures learning opportunities for effective collaboration and learning in a dynamic way. The results of the experiments indicate that: (1) the self-organizing behavior of SIS is positively associated with system appropriation; (2) the multi-agent-based mechanism of SIS is positively associated with system appropriation; (3) the cohesive capability of SIS is positively associated with system appropriation; and (4) the learner’s tendency toward system appropriation is positively associated with learning effectiveness. The findings also show that learners in an ASCL environment outperform their counterparts in a general web-based learning (GWL) environment. We conclude that different types of technological support can influence the achievement in a web-based learning environment.

摘要………………………………………………………………III
Abstract…………………………………………………………IV
誌謝………………………………………………………………VI
TABLE OF CONTENTS……………………………………………VII
LIST OF TABLES…………………………………………………IX
LIST OF FIGURES…………………………………………………X
CHAPTER 1 Introduction…………………………………………1
1.1. Web-based Training and Traditional Classroom-based Training……………………………………………………………2
1.2. Organizational Knowledge…………………………………3
1.3. Training on Demand Environment……………………………………………………….4
CHAPTER 2 Collaborative Learning with Social structure...6
2.1. Collaborative Learning Environment and Adaptive Technology……6
2.2. Social Structures with Information Technology……………………..8
CHAPTER 3 Applying Swarm Intelligence with Adaptive Structuration in Collaborative learning………..10
3.1. Swarm Intelligence Technology…………………………10
3.2. Adaptive Structuration Theory………………………14
CHAPTER 4 Hypothesis Development and Inference............19
4.1. Learning Effectiveness of Training on Demand Environment……19
4.2. The Impact of Swarm Intelligence Technology……………………24
CHAPTER 5 Research Design………………………………….31
5.1. Research Framework of Training on Demand……………………..31
5.1.1. Participants and procedure in TOD environment……………31
5.2. Research Framework of Swarm Intelligence System……………...34
5.2.1. Participants and procedure of ASCL environment………….35
5.2.2. Evaluation of treatment and control group………………….39
CHAPTER 6 Results and Discussion…………………………..41
6.1. The Data Analysis and Discussion of TOD Experiment…………..41
6.1.1. Validity and Reliability……………………………………..41
6.1.2. Results of hypothesis tests and discussion………………….43
6.2. The Data Analysis and Discussion of SIS Experiment……………47
6.2.1. The structural equation modeling…………………………...47
6.2.2. Evaluating the measurement model………………………...47
6.2.3. Evaluating the structural model…………………………….51
6.2.4. Results of hypothesis tests and discussion………………....53
CHAPTER 7 Conclusions and Further Research……………59
References…………………………………………......................63
自述……………………………………………………………….73

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