臺灣博碩士論文加值系統

本研究主要目的探討學習者的數位學習自我效能、數位課程特性、數位教學平台的易用與有用性與學習成效之關聯性。本研究從相關的文獻探討開始著手，再根據其理論基礎建立本研究之架構與假設，並選用適當的問卷為研究工具，以淡江數位學習碩士在職專班之學生為對象實施問卷調查。針對回收的有效樣本 97份資料，進行信度分析、樣本描述、探索性因素分析、驗證性因素分析及路徑分析。經實證分析和討論後，獲致主要結論如下：
(1) 數位學習碩士在職專班學生其主要學習動機為獲得學位證書與提升專業素養；(2) 學習者的數位學習自我效能對數位教學平台的認知易用性有顯著正向影響； (3) 數位課程特性對學習成效有顯著正向影響；(4) 教學平台的認知易用性對數位教學平台的認知有用性有顯著正向影響；(5)數位教學平台認知有用性對學習成效有顯著正向影響。

The main purpose of this thesis is to investigate the relationship among E-learning self-efficacy, characteristics of digital course, perceived ease of use and perceived usefulness of digital learning platform, and learning outcomes. In determining the motivation, development of research and research purposes, using related literatures collected from around the world to confirm the framework and hypothesis of this study. The main subjects of this thesis were the E-learning executive master’s program students of Tamkang University. To effective 97 materials of sample retrieving, analyze the reliability, descriptive statistics, exploratory factor analysis, confirmatory factor analysis, and path analysis. After the empirical research, the findings as follows:
1. E-learning Master''s students whose main motivation is to obtain diplomas and enhance professionalism.
2. E-learning self-efficacy has significantly positively impacts on perceived ease of use of digital learning platform.
3. Characteristics of digital course positively affects on learning outcomes.
4. Perceived ease of use of digital learning platform has significantly positively impacts on perceived usefulness of digital learning platform.
5. Perceived usefulness of digital learning platform has significantly positively impacts on learning outcomes.

目 錄 I
表目錄 IV
圖目錄 V
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 3
第三節 研究流程 3
第二章 文獻探討 6
第一節 數位學習 6
第二節 數位學習自我效能 12
第三節 數位課程特性與數位教學平台特性 14
第四節 學習成效 16
第五節 研究變項之關聯性 19
第三章 研究設計與方法 23
第一節 研究架構 23
第二節 研究假設 24
第三節 研究對象與範圍 24
第四節 研究變項操作型定義與衡量 25
第五節 資料分析方法 29
第四章 實證分析結果 31
第一節 樣本結構分析 31
第二節 信度分析 33
第三節 探索性因素分析 33
第四節 驗證性因素分析 35
第五節 路徑分析 38
第五章 結論與建議 42
第一節 研究結論 42
第二節 管理意涵 43
第三節 研究限制 44
第四節 建議 45
參考文獻 46
一、中文部分 46
二、英文部分 49
三、網路部分 54
附錄：研究問卷 56

表次
表1-1 台灣數位學習碩士在職專班之發展沿革 2
表2-1 數位學習的定義彙整表 8
表2-2 數位學習演進歷程 9
表2-3 數位學習類型之比較 11
表3-1數位學習自我效能之衡量題項 25
表3-2數位課程特性之衡量題項 26
表3-3 數位教學平台易用性及有用性之衡量題項 27
表3-4 學習成效之衡量題項 28
表4-1受訪使用者基本資料表 32
表4-2各研究構念之信度分析表 33
表4-3各構念探索性因素分析結果 34
表4-4各構念因素負荷量不合標準之問項 35
表4-5各構念因素負荷量不合標準之問項 35
表4-6衡量模式模型適配度 37
表4-7研究構念之收斂效度表 38
表4-8 區別效度表 38
表4-9結構模式模式適配度 39
表4-10 路徑係數表 40
表4-11假說檢驗 40

圖次
圖1-1 研究流程圖 5
圖2-1數位學習定義演進示意圖 10
圖3-1研究架構圖 23
圖4-1衡量模式 36
圖4-2結構方程模式 39
圖4-3路徑分析 41

一、中文部分
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3.何英奇(2001)。學習困難的診斷與補救教學。載於何英奇、毛國楠、張景媛、周文欽合著，學習輔導，第223-274頁。台北：心理。
4.周莉珊(2010)。網路輔助國中社會領域歷史科教學之研究-以歷史文化學習網為例。國立台灣師範大學歷史學系在職進修碩士班碩士論文。
5.吳明隆(2009)。結構方程模式Amos的操作與應用。五南圖書出版。
6.吳清基與林天佑(2005)。教育新辭書。五南圖書出版。
7.呂斌南(2001)。e-Learning對組織發展與知識管理影響之個案研究。東海大學管理研究所碩士論文。
8.李姿青(2007)。員工自我效能、學習策略與數位學習成效關係之研究。國立高雄應用科技大學人力資源發展系碩士論文。
9.李永基(2004)。以虛擬社群概念探討企業數位化學習之研究─以D公司為例。中原大學資訊管理研究所碩士論文。
10.林佳靖（2004）。數位化學習滿意度關鍵影響因素之研究。國立高雄師範大學資訊教育研究所碩士論文。
11.林奇賢(1997)。全球資訊網輔助學習系統―網際網路與國小教育。資訊與教育，第58期，第 2-9頁。
12.林甘敏(2006)。e-Learning高低學習成效學員互動學習行為歷程之探討。國立雲林科技大學管理研究所博士論文。
13.胡國偉(2003)。不同自我效能對國中生學習自然與生活科技的網路教材之學習成效分析。國立彰化師範大學生物學系碩士論文。
14.馬芳婷(1989)。社教機構短期研習班教師教學行為與學生學習滿意度之研究。國立臺灣師範大學社會教育研究所碩士論文。
15.高悅婷(2003)。網路化訓練之關鍵成功因素─以資訊電子業為例。國立台北大學企業管理學系碩士論文。
16.梁佳玲(2002)。影響網路學習成效之因素研究。國立屏東科技大學資訊管理研究所碩士論文。
17.莊雅婷(2000)。虛擬社群之經營。國立台灣師範大學工業科技教育學系碩士論文。
18.郭姿蘭(2005)。內外控人格特質、自我效能、核心能力與學習成效之關聯性研究─以我國大專院校會計系學生為例。淡江大學會計研究所碩士論文。
19.陳年興(1998)。全球資訊網整合式學習環境Web-based Learning Environment，資訊與教育，第64期，第2-13頁。
20.陳年興(2000)。網路教學與傳統教學之比較分析。遠距教育，第15-16期合刊，第153-163頁。
21.陳年興、楊錦潭(2006)。數位學習理論與實務。台北縣：博碩文化。
22.陳雅晴(2008)。學習動機、學習態度與學習成效關聯性之研究。清雲科技大學經營管理研究所碩士論文。
23.麥孟生(2000)。個人心理類型、自我效能及態度對電腦學習成效之影響。國立中央大學資訊管理學系碩士論文。
24.曾美華(2006)。影響數位化網路學習滿意度因素之研究。中原大學資訊管理研究所碩士論文。
25.程之碩(2005)。從體驗經濟之觀點探討線上氛圍與互動性設計對體驗元素與學習滿意度影響之研究─以線上學習為例。輔仁大學管理學研究所碩士論文。
26.黃欣儀(2001)。影響中小學教師網路進修使用程度相關因素之研究。國立中山大學資訊管理學系研究所碩士論文。
27.楊玉麟(2006)。數位學習教學策略在學習成效上之研究。中央大學資訊管理研究所碩士論文。
28.詹惠雯與沈順怡（2008）。線上學習成效影響因素模式之探討。中國行政，第79期，第1-21頁。
29.鄒景平(2003)。數位學習概論。載於資策會教育訓練處講師群箸，數位學習最佳指引(1-20頁)。台北市：資策會教育處。
30.劉玟杰(2005)。數位課程設計之關鍵成功因素與台灣睡位課程之分析。中華大學資訊管理學系碩士論文。
31.劉謦儀(2003)。國內企業e-Learning 實施現況之分析研究。國立臺灣師範大學工業教育學系碩士論文。
32.劉建宏(2004)。網際虛擬學習環境中學習效果之研究。國立高雄第一科技大學資訊管理系碩士論文。
33.賴志群(2003)。數位學習現況與未來發展趨勢。電腦繪圖與設計雜誌，第183期，第134-136頁。
34.魏麗敏(1996)。影響國小兒童數學成就之自我調節學習與情感因素分析及其策略訓練效果之研究。國立台灣師範大學教育心理與輔導研究所博士論文。

二、英文部分
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3.Arbaugh, J. B. (2000). Virtual classroom characteristics and student satisfaction with internet-based MBA courses. Journal of Management Education, 24(1), 32–54.
4.Arbaugh, J.B. & Duray, R. (2002). Technological and structural characteristics, student learning and satisfaction with web-based courses An exploratory study of two on-line MBA programs. Management Learning, 33(3), 331-347.
5.Bagozzi, R.P. and Yi, Y. (1988). On the evaluation of structural equation models. Academic of Marketing Science, 16(5), 74-94.
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8.Bentler P.M. (1988). Theory and implementation of EQS：a structural equation program, Newbury Park.
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10.Cassidy, S. & Eachus, P. (2002). Developing the computer self-efficacy (CUSE) Scale: Investigating the Relationship between Self-Efficacy, gender, and experience with computer. Journal of Educational Computing Research, 26(2), 133-135.
11.Chau, P. Y. K. (2001). Influence of computer attitude and self-efficacy on IT usage behavior. Journal of End User Computing, 13(1), 26-33.
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三、網路部分
1.ASTD. (2011). E-Learning Glossary (Retrieved 28 April, 2011, from http://www.learningcircuits.org/glossary
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