臺灣博碩士論文加值系統

近年來Web 2.0已成為網際網路中最炙手可熱的話題，使用者能透過許多Web 2.0的應用，將獲得的知識或資訊分享在網路上，例如像flick、 facebook和youtube等社群網站，並進一步地與其他使用者進行互動與討論。因此若是能在分享資訊的同時，提供多一層保障來保護這些分享資訊的原作者，應該能增進人們對於分享的意願。因此本研究根據社會認知理論來探討使用者所持有的知識分享的信任、自我效能、結果預期對於其知識分享行為所扮演的角色。本研究主要目的在於藉由Web 2.0的特性和結合創用CC授權條款機制的社群網站，讓學習者在分享資訊的同時可以受到基本的保障，並進一步地提昇知識分享的意願。
本研究的研究對象為北部某大學資訊傳播系大一學生40位，提供他/她們程式語言設計與結合創用CC機制的網路知識分享平台，讓每一位學習者能自己設計、解決問題以及上傳與分享作業。並根據問卷的調查結果，來評估學習者知識分享行為的信任、分享自我效能和結果預期和使用資料庫LOG紀錄學習者使用系統的知識分享的行為。而實驗結果顯示，學習者在使用創用CC (Creative Commons)機制的系統環境下，確實能提高學習者知識分享行為的信任、分享自我效能和結果預期。最後本研究根據訪談的結果顯示，大部分的學習者都比較喜歡有創用CC的機制，因為創用CC的機制能保障學習者的權利，促進學習者分享自己的學習經驗。

In recent years, Web 2.0 has become a prevailing issue on the Internet. Information and knowledge content can be shared through various Web 2.0 applications such as Flick, Facebook and YouTube etc., which facilitate the development of interaction and discussion among community members. To provide original authors of the shared content with some protective mechanisms may promote their willingness to share information and knowledge with others. In this regard, through the lens of social cognitive theory, this study aimed to investigate students’ trust, sharing self-efficacy, outcome expectations and sharing behavior in a knowledge sharing platform supported by Creative Commons (CC) mechanism. The main purpose of this study was to integrate the characteristics of the Web 2.0 with CC licensing tool for the facilitation of students’ willingness to share information and knowledge.
The participants in this study included 40 college freshman students majoring in Information communication in northern Taiwan. The students were asked to design and solve their problems in programming, and then share their homework on the online knowledge-sharing platform. The self-reported questionnaire was employed to assess students’ trust, self-efficacy and outcome expectation, and all of activities were recorded by log database. The results revealed some evidences that the application of CC mechanism was helpful to advance students’ trust, sharing self-efficacy and outcome expectation. Furthermore, students’ willingness to share their assignments was facilitated after the implementation of CC mechanism. Qualitative interview results indicated that most of students appreciated the merits of CC mechanism on protecting one’s shared works. In addition, they perceived more trustworthy to share their experiences, opinions and works within the context supported by CC mechanism.

摘要 III
Abstract IV
致謝 V
目錄 VI
表目錄 VIII
圖目錄 IX
第一章 緒論 1
1-1 研究背景與動機 1
1-2 研究目的與問題 2
第二章 文獻探討 3
2-1 結合創用CC之Web 2.0平台 3
2-2 知識分享 6
2-3 總結 7
第三章 系統設計 8
3-1 系統架構 8
3-2 系統資源 10
3-3 火車系統介面與功能設計 11
3-4 檔案上傳功能介面 14
3-5 Train B &; P社群網站 15
3-6 資料庫設計 23
第四章 實驗方法 25
4-1 實驗流程 25
4-2 實驗對象 26
4-3 實驗程序 27
4-4 實驗工具 28
4-5 資料收集與分析 31
4-5-1 知識分享行為問卷 31
4-5-2 活動紀錄 34
4-5-3 作品成績 37
4-5-4 事後訪談 39
第五章 實驗結果與討論 40
5-1 研究相關變項之描述性統計 40
5-1-1 知識分享的分享方式 41
5-1-2 知識分享行為活動記錄 44
5-2 知識分享行為問卷與分享意願調查 45
5-2-1 知識分享行為問卷之結果分析 46
5-2-2 分享意願調查 47
5-3 作品成績與成績相關 49
5-4 事後訪談結果 52
第六章 結論與未來建議 57
6-1 結論 57
6-2 未來建議 58
文獻探討 59
附錄 A-知識分享行為問卷(創用CC) 61
附錄 B-知識分享行為問卷(非創用CC) 63
附錄 C-分享意願調查表 65
附錄 D-作業單 (一) 66
附錄 E-作業單 (二) 67
附錄 F-作業單 (三) 68
附錄 G-訪談搞 69

中文部分
教育部創用C C資訊網https://isp.moe.edu.tw/ccedu/
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