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研究生:張智鈞
研究生(外文):Chi-Chun Chang
論文名稱:從個人知識管理觀點探討E-learning成效之研究
論文名稱(外文):The study of the achievement of E-learning from the individual knowledge management perspective
指導教授:王信文王信文引用關係
指導教授(外文):Hsing-Wen Wang
學位類別:碩士
校院名稱:國立彰化師範大學
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:2009
畢業學年度:97
語文別:中文
論文頁數:93
中文關鍵詞:E-Learning科技中介學習教學策略知識管理能力學習成效
外文關鍵詞:E-Learningtechnology mediator learningteaching strategyknowledge management abilitylearning achievement
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近年來由於資訊科技快速進步與網際網路普及化,改變人們生活方式,數位學習結合資訊科技與網路學習產生新的學習方式,提供學習者與教學者更多元化學習管道,提升個人的學習效能。
本研究目的以科技中介學習觀點為基礎,從教學策略與資訊科技構面探討對於個人知識管理之學習策略影響,進而影響學習成效。研究樣本以問卷調查法使用數位學習系統之大學生,總共發出540份問卷,有效問卷422份。
本研究利用統計分析軟體SPSS12.0進行實證分析。結果顯示教學策略與資訊科技對於知識管理能力有正向顯著影響;知識管理能力對於學習成效有正向顯著影響;教學策略與資訊科技會透過知識管理能力對學習成效產生影響。
本研究建議教師利用數位學習進行教學活動時,留意所採行教學策略與資訊科技差異,進而影響學生利用數位學習進行個人知識管理能力,改善其學習成效。
Recently, information technology makes progress fast and popular. Internet changes people’s life style. E-learning combines information technology with web learning to generate new learning style, provides learners and teachers with many learning ways, improves individual learning achievement.
The purpose of study bases on technological mediator learning to concern about teaching strategy and information technology toward actual learning strategy of knowledge management ability, then affects the learning achievement. The sample is undergraduates by using e-learning system in the survey. A total of 540 questionnaires were mailed, and 422 were completed and considered as valid.
A statistics package SPSS12.0 is used to analyze the survey data. The results are as follows: teaching strategy and information technology have significant positive effect on knowledge management ability. Knowledge management ability has significant positive effect on learning achievement. Teaching strategy and information technology will affect learning achievement through knowledge management ability.
The study suggests teachers take teaching activities by using e-learning, observe the differences of teaching strategy and information technology, then affect to do individual knowledge management ability and improve students’ learning achievement.
目 錄
頁次
目錄………………………………………………………………………I
圖目錄……………………………………………………………………III
表目錄……………………………………………………………………IV
第壹章 緒論………………………………………………………………1
第一節 研究背景…………………………………………………………1
第二節 研究動機…………………………………………………………2
第三節 研究目的…………………………………………………………4
第四節 名詞釋義…………………………………………………………4
第五節 論文架構與研究流程……………………………………………5
第貳章 文獻回顧…………………………………………………………7
第一節 數位學習…………………………………………………………7
第二節 科技中介學習……………………………………………………11
第三節 教學策略…………………………………………………………17
第四節 資訊科技…………………………………………………………22
第五節 知識管理能力……………………………………………………24
第六節 學習成效…………………………………………………………32
第参章 研究方法…………………………………………………………35
第一節 研究架構…………………………………………………………35
第二節 研究假說推導……………………………………………………36
第三節 變數操作型定義與衡量…………………………………………38
第四節 研究設計…………………………………………………………39
第五節 問卷設計…………………………………………………………40
第六節 研究樣本…………………………………………………………46
第七節 實驗系統…………………………………………………………47
第八節 研究工具…………………………………………………………49

第肆章 實證資料與分析…………………………………………………50
第一節 樣本基本資料分析………………………………………………50
第二節 研究構面變數相關分析…………………………………………56
第三節 個人變項對構面變異數分析……………………………………58
第四節 迴歸分析與假說驗證……………………………………………65
第伍章 研究結論與建議…………………………………………………72
第一節 研究結論…………………………………………………………72
第二節 研究貢獻…………………………………………………………75
第三節 研究限制…………………………………………………………77
第四節 後續研究與建議…………………………………………………78
參考文獻 …………………………………………………………………79
研究問卷 …………………………………………………………………89
圖 目 錄
圖1.1 本研究流程圖………………………………………………………6
圖2.1 科技中介學習架構…………………………………………………11
圖2.2 科技中介學習理論…………………………………………………13
圖2.3 論證架構圖…………………………………………………………19
圖2.4 科技接受模式………………………………………………………22
圖2.5 儲存媒介與擷取容易程度…………………………………………27
圖2.6 SECI四種知識轉換模式……………………………………………29
圖2.7 知識創造過程………………………………………………………29
圖2.8 知識螺旋……………………………………………………………30
圖3.1 本研究架構圖………………………………………………………35
圖3.2 智慧大師教學平台功能……………………………………………47
圖4.1 路徑分析……………………………………………………………69
表 目 錄
表1.1 政府推動臺灣數位學習重要事紀…………………………………1
表2.1 數位學習定義………………………………………………………8
表2.2 科技中介學習研究議題……………………………………………12
表2.3 科技中介學習相關研究……………………………………………15
表2.4 知識定義……………………………………………………………25
表2.5 知識管理定義………………………………………………………26
表2.6 知識管理能力定義…………………………………………………26
表3.1 項目與信度分析--教學策略量表…………………………………40
表3.2 項目與信度分析--資訊科技量表…………………………………41
表3.3 項目與信度分析--知識管理能力量表……………………………41
表3.4 項目與信度分析--學習成效量表…………………………………42
表3.5 效度分析---教學策略量表………………………………………43
表3.6 效度分析---資訊科技量表………………………………………43
表3.7 效度分析---知識管理能力量表…………………………………44
表3.8 效度分析---學習成效量表. ……………………………………45
表3.9 問卷衡量內容………………………………………………………45
表3.10 參與本研究施測之院校課程名稱………………………………46
表4.1 樣本基本資料分析…………………………………………………51
表4.2 教學策略構面敘述統計分析………………………………………53
表4.3 資訊科技構面敘述統計分析………………………………………54
表4.4 知識管理能力構面敘述統計分析…………………………………54
表4.5 學習成效構面敘述統計分析………………………………………55
表4.6 教學策略與知識管理能力相關分析………………………………56
表4.7 資訊科技與知識管理能力相關分析………………………………56
表4.8 知識管理能力與學習成效相關分析………………………………57
表4.9 性別統計量…………………………………………………………58
表4.10 性別T檢定分析表…………………………………………………58
表4.11 居住地區變異數分析表……………………………………………59
表4.12 學制變異數分析表…………………………………………………59
表4.13 學制對於各構面--Scheff事後比較分析表……………………60
表4.14 學院變異數分析表…………………………………………………60
表4.15 學院對於各構面--Scheff事後比較分析表……………………61
表4.16 學習地點變異數分析表……………………………………………61
表4.17 學習地點對於各構面--Scheff事後比較分析表………………62
表4.18 課程類型變異數分析表……………………………………………63
表4.19 學習地點對於各構面--Scheff事後比較分析表…………………63
表4.20 學習時間變異數分析表……………………………………………64
表4.21 參與課程次數變異數分析表………………………………………64
表4.22 教學策略對於知識管理能力之迴歸分析…………………………65
表4.23 資訊科技對於知識管理能力之迴歸分析…………………………65
表4.24 知識管理能力對於學習成效--認知之迴歸分析…………………66
表4.25 知識管理能力對於學習成效--情意之迴歸分析…………………67
表4.26 知識管理能力對於學習成效--技能之迴歸分析…………………67
表4.27 以學習成效預測路徑之逐步迴歸分析……………………………68
表4.28 以知識管理能力預測路徑之逐步迴歸分析…………………………69
表4.29 研究變數對於學習成效分析…………………………………………69
表4.30 假說檢定彙整…………………………………………70
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