臺灣博碩士論文加值系統

　　本研究是以質性的方法去探究企業員工網路學習的動機與絆腳石為主要目的，藉由學習動機理論與計畫行為理論的立論根基去探究企業員工網路學習的理性行為，及非理性情感對於其網路學習行為意圖的影響，本研究結果並發現Ajzen的計畫行為理論中，除了行為態度、主觀規範及知覺行為控制符合之前的文獻對於行為意圖有影響之外；另外，學習動機理論中之未來的期望信念亦能影響企業員工的網路學習行為意圖。
　　再者，在本研究的研究方法上是以現象詮釋學之方法論做為詮釋企業員工的網路學習障礙，除了以立意取樣邀請10位來自不同產業（8家企業）的受訪者，並以半結構的深度訪談，及以開放式問卷或企業員工提供的網路學習資料進行搜集探究；再者，更以紮根理論做為資料分析之方法，透過文本之分析與歸納，融入企業員工網路學習之視野。本研究結果反映出企業員工網路學習有三大類主要絆腳石，分別為：(一)望之興嘆！必須繞道而行的巨石（例，情感抗拒）；(二)需要借重工具方能跨越之大石(例，無互動的學習)；(三)擱於行進道路中絆腳的石塊(例，未適應的習慣)；其次，亦反映出企業員工網路學習有三大類的主要學習動機，分別為：(一)自發性克服萬難之必要性學習動機（例，有助於工作任務），(二)預期效益大於努力之合理化學習動機（例，便利性），(三)個人情緒化行為之非理性學習動機（例，好奇心）；最後，研究結果是以探究得知三大類學習動機去解決所發現的三大類主要絆腳石，並試擬其克服學習障礙之方法。

Abstract
　　The purpose of present study was using qualitative approach to explore the employees’ motivations and barriers of e-learning in organizations. By applying theoretical foundations of learning motivation theories and theory of planned behavior, the researcher investigated the influences of employees’ reasoned actions and emotional effects to their intentions of e-learning in private organizations. The study finds that not only attitudes, subjective norm, and perceived behavioral control in Ajzen’s theory of planned behavior have an effect on behavioral intention, conforming to the literature, but beliefs toward future anticipation as indicated in learning motivation theories also make an impact on it.
　　Furthermore, the study used phenomenological hermeneutic approach to interpret the employees’ e-learning barriers in organizations. Ten interviewees from eight different enterprises in diverse industries were selected by purposive sampling. The data were collected from semi-structured in-depth interviews, open-ended questionnaires, and e-learning documents provided by the employees. Adopting the grounded theory, the researcher conducted analysis of the text and deduction of the text to elicit the employees’ viewpoints of e-learning. The findings reflect that there are three main kinds of blocks perceived by the employees as barriers of e-learning: (1) the blocks which require the learner to make a detour on the learning path, e.g., emotional resistance; (2) the blocks which can be overcome by using implements, e.g., learning without interactions; (3) the blocks on the road, e.g., habits which the learner has not yet accommodate to. Moreover, there are also three main categories of learning motivations identified: (1) the imperative learning motivations which prompt the learner to accomplish any challenges, e.g., benefits to the tasks of their work; (2) the rationalized motivations which make the learners perceive that the future anticipation is greater than one’s own efforts, e.g., convenience; (3) the learning motivations which relate to behaviors of emotional effects, e.g., Curiosity. Drawing on the findings, it has been possible to make use of the three categories of learning motivations to conquer the three kinds of blocks (barriers). Finally, some implications are suggested for overcoming the e-learning barriers of employees.

第一章 緒論
第一節 研究背景與動機---------------------------------------6
第二節 研究的重要性-----------------------------------------7
第三節 研究目的---------------------------------------------7
第四節 研究問題---------------------------------------------8
第五節 重要的名詞釋義---------------------------------------8
第二章 文獻探討
第一節 學習動機--------------------------------------------10
第二節 學習障礙--------------------------------------------15
第三章 研究設計
第一節 研究方法--------------------------------------------22
第二節 研究參與者------------------------------------------22
第三節 研究程序--------------------------------------------23
第四節 資料處理與分析--------------------------------------26
第五節 資料檢核--------------------------------------------27
第六節 研究限制--------------------------------------------28
第七節 研究者的角色----------------------------------------29
第四章 研究分析與討論
第一節 資料之編碼分析--------------------------------------30
第二節 研究架構圖------------------------------------------35
第三節 研究討論--------------------------------------------37
一、 企業目前的網路學習資源類型及安排----------------------37
二、 企業員工的網路學習絆腳石------------------------------40
三、 企業員工的網路學習動機--------------------------------56
四、 以企業員工的網路學習動機去搬移企業員工的網路學習絆腳石65
第四節 研究結果------－------------------------------------70
第五章 結論與建議
第一節 結論------------------------------------------------72
第二節 建議------------------------------------------------73
第三節 反思------------------------------------------------75
參考文獻------------------------------------------------------77
附錄一 訪談大綱專家效度諮詢量表-------------------------------81
附錄二 訪談大綱-----------------------------------------------86
附錄三 第二次電話訪談大綱-------------------------------------89
附錄四 開放式問卷--------------------------------------------90
附錄五 訪談逐字稿--------------------------------------------91
附錄六 開放式問卷填寫---------------------------------------113
附錄七 研究者手札日誌---------------------------------------114

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