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研究生:張志瑋
研究生(外文):Chang,Chihwei
論文名稱:線上教學平台與教學任務配適度之研究
論文名稱(外文):A Study on Task-Technology-Fit between Learning Management System and Teacher’s Task
指導教授:邱敏鑑邱敏鑑引用關係
口試委員:蕭國倫劉天倫
口試日期:2011-07-22
學位類別:碩士
校院名稱:聖約翰科技大學
系所名稱:工業工程與管理系碩士班
學門:工程學門
學類:工業工程學類
論文種類:學術論文
論文出版年:2011
畢業學年度:99
語文別:中文
論文頁數:92
中文關鍵詞:科技任務配適科技績效鏈教學成效教師關注階段量表
外文關鍵詞:Technology Task FitTechnology Performance ChainTeaching PerformanceTeacher Stages of Concern Scale
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線上學習已經變成目前很重要的一個學習方式,許多學校紛紛開始建置線上教學平台以提昇教師的教學成效,然而,過去的研究中似乎缺乏相關的實證資料明確的証實線上教學平台可提昇教師的教學成效。因此,線上教學平台與教學成效的關係是值得進一步去探討的。本研究係以Goodhue和Thompson所提出的科技績效鏈為理論基礎來進行實證,並且嘗試找出影響教師使用線上教學平台及教學成效之相關因素,除此之外,本研究採用教師關注階段量表,調查聖約翰科技大學教師使用Moodle線上教學平台的教學經驗。並且利用科技績效鏈及教師關注階段量表,並利用李克特5點量表編製本問卷,針對聖約翰科技大學全校教師發送電子郵件進行問卷調查,一共發放250份問卷,回收80份,其中79份為有效問卷。在有效問卷中,科技任務配適的平均得分皆超過3.5,且關注階段量表的問卷調查結果顯示,大多數的教師關注階段為第5階段。這代表著,大多數教師認為Moodle線上教學平台適合自己的教學任務。在資料分析的方面除了信度分析,其它皆使用SmartPLS來做研究模型路徑分析。結果顯示,教學成效與科技任務配適之間的關係為顯著相關,另外,教學成效與系統使用之間的關係也達到顯著相關。教學成效與科技任務配適的相關係數為β=0.640***,而教學成效與系統使用的相關係數為β=0.164*。科技任務配適及系統使用兩者與教學成效的解釋變異量為60%。最後本研究將針對線上教學提出建議以供未來線上教學實務推廣及後續研究之參考。
E-learning has become an essential way of learning in universities nowadays. Many schools start establishing their learning management system (LMS) to promote the teacher’s teaching performance. Nevertheless, previous studies seem to lack the related empirical evidence to prove that a LMS can enhance the teacher’s teaching performance. Therefore, not needed further investigation on this area is required. This study used Goodhue and Thompson’s Technology Performance Chain (TPC) as the theoretical basis and tried to explore predictive factors that affected teachers’ use of a LMS and teachers’ performance. In addition, this study adopted teachers’ Stage of Concern (SOC) scale to investigate the teachers’ teaching experience in Moodle, a LMS of St. John’s University. All teachers of St. John’s University received an email with TPC and SOC questionnaires of 5 points Likert scales. Eighty of two hundred and fifty teachers completed the questionnaire and a sample with seventy nine subjects was valid for analysis. The average score of Technology-Task-Fit was more than 3.5 and the results of SOC questionnaires showed that most teachers’ concern stayed in stage 5. This means that most teachers perceived that Moodle fits their teaching task. In addition to reliability analysis, SmartPLS was used to do the path analysis of the proposed research model. The results showed that the relationship between teaching performance and Technology-Task-Fit was significantly correlated, and the relationship between teaching performance and system use was also significantly correlated. The correlation coefficients between teaching performance and Technology-Task Fit is β=0.640***, and the coefficients between teaching performance and Technology Use was β=0.164*. The total explained variance of these predictors of teaching performance was 60%. The academic and practical contributions of this study were discussed in the conclusion section. Lastly, this study also provided some suggestions for teaching and research in the domain of e-learning.
摘要 I
ABSTRACT II
致謝 III
目錄 IV
表目錄 V
圖目錄 VI
第壹章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 3
第三節 研究流程 4
第貳章 文獻探討 6
第一節 科技任務配適理論之探討 6
第二節 關注階段之探討 16
第參章 研究方法 20
第一節 研究架構與假設 20
第二節 操作型定義 22
第三節 問卷設計與發放 23
第肆章 資料分析與結果 24
第一節 基本資料分析 24
第二節 信效度分析 29
第三節 構面平均數 35
第四節 研究假設與驗證 37
第伍章 結論與建議 40
第一節 研究發現與結論 40
第二節 研究貢獻與建議 42
第三節 討論 43
第四節 未來研究方向 44
參考文獻 45
附錄一 正式問卷 49
附錄二 訪談大綱 57
作者介紹 92

中文文獻
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[9]劉雅文(2007)。從任務科技適配度探討資訊系統使用與個人績效關係之研究—以ERP 導入個案為例。國立中山大學資訊管理系碩士班碩士論文。
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英文文獻
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