臺灣博碩士論文加值系統

近年來，社團網站尤其是臉書(Facebook)發展蓬勃，幾乎已經變成許多人生活中不可或缺的一部分，而運用數位學習輔助實體課程學習也是近年來教學的潮流。因此本研究透過科技接受模式 （technology acceptance model, TAM） 來驗證學習者對於Facebook用以輔助胸部X光教學的接受度與滿意度，並嘗試找出影響使用者使用社團網站的關鍵因素。本研究利用線上問卷調查共蒐集了138份有效樣本，相關資料以SPSS 統計軟體進行分析，研究結果顯示研究架構中五個研究構面：「FB網站系統易用性」會正向影響「FB網站系統有用性」、「FB網站系統有用性與易用性」會正向影響「FB網站系統使用滿意度」、「FB網站系統使用滿意度」會正向影響「FB網站系統使用意圖」與「FB輔助實體課程學習滿意度」、以及「FB網站系統使用意圖」會正向影響「FB輔助實體課程學習滿意度」。五個研究構面皆獲得受測者的高度評值，尤其是「FB網站系統易用性」評值高達6.10，「FB網站系統有用性」評值5.89(李克特七分量尺)。另外本研究也分析不同族群間使用FB網站行為的差異性，研究結果顯示FB使用經驗越多者越認為FB系統網站是容易使用的；已畢業者和醫師職類比未畢業者和非醫師職類更認為FB網站的有用性:FB使用時間越長者或FB網站參與度越高者，越認為FB系統是易用且有用，這些使用FB的內部信念(包括易用性或有用性)若有顯著差異，則其對FB系統使用的滿意度、持續使用意圖、或輔助實體課程的學習滿意度也會呈現較明顯的差異。
研究結論：由以上研究結果顯示「FB社團網站輔助胸部X光教學」的系統網站已經通過科技接受模式理論的驗證。對於使用此網站，學員的內部信念如「知覺易用性」與「知覺有用性」都很正向，表示此網站真的可以被使用者接受，而正向的內部信念也可以解釋使用者對於網站系統使用滿意度、持續使用意圖、以及輔助實體課程滿意度等的高評值。因此本研究驗證了學習者可以接受導入「Facebook社團網站輔助胸部X光教學」的教學模式，而且對於這樣的輔助教學模式的滿意度也高，值得日後想要運用社團網站輔助教學的課程設計者的參考。另外也建議日後設計這類輔助教學的社團網站時，可以增強其教學內容、回饋方式、或與實體課程更緊密的結合，以增進使用者對使用FB網站的內部信念，並藉此提升使用者網站的參與度，增加學員使用網站的時間，尤其是對於FB社團網站的初學者或不同專業職類者可以考慮輔以部分客製化的教學方式，應可增加其使用意圖與使用滿意度。

In recent years, community sites, especially the Facebook booming, many people have become almost indispensable part of life, and the use of trend-learning courses also assist entities in recent years teaching. Therefore, this study by the Technology Acceptance Model (TAM) to verify acceptance and satisfaction of learners to assist with chest X-rays teaching for Facebook, and try to identify the key factors that affect the user community to use the site. In this study, the use of online survey has collected 138 valid samples. Relevant information with SPSS statistical software for analysis, the results show five research study architecture dimensions: "perceived ease of use of FB website system" will positively affect the "usefulness of the FB website", "FB website system usefulness and ease of use "will positively affect the" FB site system satisfaction, "" FB site system satisfaction, "will positively affect the" FB website system intended use "and" FB auxiliary entity courses satisfaction ", and" FB website system intended use "will positively affect the" FB auxiliary entity courses satisfaction. " Five research dimensions are highly subject''s valuation, in particular "FB site system ease of use" valuation of up to 6.10, "FB site system usefulness" valuation 5.89 (Likert seven dipstick). The study also analyzes the different groups using FB site behavioral differences. The results showed that the more experience FB who feels that the FB system Web site is easy to use; has graduated and physicians categories than not graduated and non-physician categories even think FB site''s usefulness: FB use more time or FB site engagement by the higher, the more that the FB system is easy to use and usefulness. These use FB internal belief (including ease of use or usefulness) if significant differences, its satisfaction with FB system, the continued use of intent, or auxiliary entity courses learning satisfaction also showed a more significant difference.
Conclusions: From the above results show that "FB community website chest X-ray assisted teaching" system website has been verified by science and technology acceptance model theory. For this site, the participants internal beliefs such as "perceived ease of use" and "perceived usefulness" very positive, indicating that the user of this site can really be accepted, and positive internal beliefs can be interpreted for users site system satisfaction, intention to continue to use, as well as auxiliary entities course satisfaction high valuation. This study has provided evidences that learners can accept the learning model of “FB community website assisted Chest X Ray teaching”, and that satisfaction rate is high, which would be of value for teachers or instructors who would like to use FB community websites as assisted instruction. We also recommend that in the future design of such auxiliary teaching community site, can enhance their teaching contents, feedback modes, or more closely integrated with the entity classes. So as to enhance website users to use FB internal beliefs, and to improve the user participation site, increasing the time learners use the site, especially for beginners FB community sites or different professional groups may considered supplemented by some customized teaching methods, should increase its intended use and user satisfaction.

目錄
口試委員會審定書II
誌謝III
中文摘要IV
英文摘要VI
目錄VIII
圖目錄X
表目錄XI
第一章　緒論1
　　1.1 前言1
　 1.2 研究背景與動機2
　　1.3 研究目的7
1.4 論文假設與限制7
第二章　文獻探討9
　　2.1　科技接受模式9
　　2.2　資訊系統成功模式10
2.3　社團網站輔助教學12
　　2.4　Facebook輔助教學13
　　2.5　Facebook社團網站輔助胸部X光教學16
2.6 翻轉教室與混成式教學法16
第三章　研究方法18
　　3.1　研究架構18
　　3.2　研究假設18
　　3.3　變項定義與衡量20
3.4　研究抽樣與資料蒐集23
3.5　資料研究方法24
第四章　資料分析與研究結果25
　　4.1 問卷回收及樣本結構分析25
　　4.2 相關性分析26
　　4.3 整體模型之回歸分析28
4.4 各構面問項之平均數與標準差分析30
4.5 使用FB社團網站之群體差異性分析35
第五章　結論與建議42
　　5.1 結論42
　　5.2 建議46
5.3 限制47
5.4 管理意涵48
參考文獻49
附錄一 問卷調查55
 

圖目錄
圖1-1台灣行動裝置普及率5
圖1-2 多螢世代6
圖2-1科技接受模式 (TAM)9
圖2-2科技接受模式理論延伸 (TAM2)10
圖2-3 資訊系統成功模式12
圖2-4教師個人社群媒體使用量14
圖2-5 每月FB活躍使用人數14
圖2-6 以TAM探討FB社群網站使用意圖15
圖3-1 研究架構18
 
表目錄
表3-1各變項之操作性定義與問項20
表4-1樣本描述性統計25
表4-2 描述性統計資料27
表4-3 五個構面的相關矩陣28
表4-4研究假說迴歸驗證28
表4-5 「FB系統有用性」構面量表分數30
表4-6 「FB系統易用性」構面量表分數31
表4-7 「FB系統使用滿意度」構面量表分數32
表4-8 「FB系統使用意圖」構面量表分數33
表4-9 「系統輔助實體課程學習滿意度」構面量表分數34
表4-10性別及年齡族群差異分析35
表4-11畢業前後與新生舊生族群差異分析37
表4-12使用經驗族群與專業領域族群差異分析38
表4-13 FB使用時間長短族群與FB參與度高低族群差異分析39
表4-14 多群體差異性分析彙整41

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