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研究生:游昭鈞
研究生(外文):YU, CHAO-CHUN
論文名稱:台灣學習者持續使用國外MOOCs課程意圖之研究
論文名稱(外文):A Research on Taiwan Learners' Continuous Intention of Using Foreign MOOCs Courses.
指導教授:王嵩音王嵩音引用關係
指導教授(外文):WAN, SONG-IN
口試委員:林怡玫林冠妤
口試委員(外文):LIN, YI-MEILIN, GUAN-YU
口試日期:2017-01-09
學位類別:碩士
校院名稱:國立中正大學
系所名稱:傳播學系電訊傳播研究所
學門:傳播學門
學類:一般大眾傳播學類
論文種類:學術論文
論文出版年:2017
畢業學年度:105
語文別:中文
論文頁數:133
中文關鍵詞:MOOCsIS接收後持續使用模式任務價值不持續使用
外文關鍵詞:MOOCsPost-Acceptance of IS Continuance ModelTask ValueDiscontinue using
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本研究主要目的在於探討台灣學習者持續使用MOOCs課程意圖,以「IS接收後持續使用模式」為基礎,結合「任務價值」,以瞭解台灣學習者持續使用之動機,並探究學習者確認程度對任務價值的影響,期許提出一套能夠適用於國外MOOCs課程情境之理論模式。在「IS接收後持續採用模式」相關文獻中,尚未有研究結合「任務價值」的觀點來探討MOOCs學習者之持續使用意圖,故本研究延伸理論之相關變項,以讓此理論應用在MOOCs上更臻完整。
本研究以台灣地區使用國外MOOCs課程之學習者為研究對象,分別進行量化與訪談的分析研究。在量化方面選擇使用期間超過3個月以上並且目前持續使用之學習者為主,經由四階段有效問卷篩選,一共回收202份有效問卷。在訪談方面,透過深度訪談方式,深入瞭解學習者使用動機、使用過程到降低使用意願的狀況與原因,訪談結果將彙整出潛在主因,作為量化研究的補充。
研究結果顯示,大部分傾向於支持本研究所提出之假設。本研究發現,學習者的任務價值及認知有用性會對MOOCs課程滿意度造成正向影響,但並不會直接影響持續使用意圖,而任務價值中最具影響力的是成就價值。另外,學習者中斷使用MOOCs會受到情境的障礙、機構的障礙、意向的障礙與達到階段性目標等因素影響。最後,根據研究結果給予結論與建議,將提供給MOOCs業者與學校單位作為未來建置、經營平台之建議。
This dissertation investigates into the Taiwan learners’ continuance intention in using foreign MOOCs courses. The research based on “Post-Acceptance of IS Continuance Model”, combined with “Task Value” theory to analyze the crucial factors that could affect the motivation of MOOCs users’ continue using intention. Until now, there has not been any meaningful research on Post-Acceptance of IS Continuance Model using “Task Value” theory. Therefore, this research extends the original model to better interpret the continuing use of MOOCs under different circumstances.

The result of analysis supports most of our hypotheses. The result shows that the perceived usefulness and task value of Taiwan learners have significant positive correlation with learners’ satisfaction, but weren’t direct effects of continuance intention. In addition, achievement value was the strongest effect of learners’ intention to continue using MOOCs courses. The reasons for discontinued use of MOOCs courses were: situational barriers, institutional barriers, dispositional barriers and achieving milestones. As a result, MOOCs operators and schools can refer to this research results and conclusions to better formulate their marketing strategy.


目錄
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 6
第三節 研究範圍 7
第四節 名詞解釋 8
第五節 研究流程 9
第貳章 文獻探討 10
第一節 大規模開放線上課程(MOOCs) 10
一、MOOCs的發展背景 10
二、MOOCs的特色與優、缺點 12
三、MOOCs相關研究 18
四、小節 21
第二節 IS接收後持續使用模式 22
一、期望確認理論22
二、IS接收後持續使用模式24
三、持續使用意圖相關研究 26
四、小結 30
第三節 任務價值 (Task Value) 32
一、任務價值的理論基礎 32
三、相關研究 35
四、小節 39
第參章 研究方法 41
第一節 量化分析 41
第二節 研究假設 42
第三節 變項操作化與定義 43
第四節 研究設計 49
一、問卷設計 49
二、研究樣本 50
三、資料分析方法與工具 51
四、前測 53
第五節 質化分析 55
一、研究問題 55
二、訪談大綱 56
第肆章 資料分析與結果 58
第一節 敘述性統計 58
第二節 驗證假說與模式 66
一、測量模式分析 66
二、結構模式分析 76
第三節 訪談實施與結果 84
一、訪談對象基本資料 84
二、訪談資料分析與結果 85
三、研究討論 89
四、影響持續使用因素 90
第伍章 結論與建議 93
第一節 研究結論 93
第二節 研究之貢獻 98
第三節 實務上之貢獻 99
第四節 研究限制與後續研究建議 102
參考書目 105
附錄一:正式問卷 116
附錄二:訪談逐字稿 121

表目錄
表1- 1 全球各地區上網人口概況 2
表2- 1 MOOCS相關研究彙總表 19
表2- 2 持續使用之相關研究總表 27
表2- 3 期望價值理論之相關研究總表 36
表3- 1 本研究假設 43
表3- 2 「確認程度」之操作性定義與衡量題項 44
表3- 3 「認知有用性」之操作性定義與衡量題項 45
表3- 4 「成就價值」之操作性定義與衡量題項 45
表3- 5 「效用價值」之操作性定義與衡量題項 46
表3- 6 「內隱價值」之操作性定義與衡量題項 47
表3- 7 「滿意度」之操作性定義與衡量題項 48
表3- 8 「持續使用意圖」之操作性定義與衡量題項 48
表3- 9 變項操作彙整表 49
表3- 10 問卷前測信、效度分析表 53
表3- 11 訪談大綱 57
表4- 1 本研究樣本基本資料統計 59
表4- 2 本研究樣本之MOOCS使用行為統計 61
表4- 3 各構面量表統計 64
表4- 4 常態性檢驗表 68
表4- 5 違犯估計檢驗表 69
表4- 6 測量模式配適度指標檢定表 71
表4- 7 本研究之信度分析結果 72
表4- 8 本研究各變項之CR值與AVE值 74
表4- 9 區別效度之相關係數表 75
表4- 10 基本模式配適度指標 77
表4- 11 整體模式配適度指標檢定表 79
表4- 12 確認程度、認知有用性滿意度與任務價值之路徑關係 82
表4- 13 認知有用性、任務價值與滿意度之路徑關係 83
表4- 14 任務價值、滿意度與持續使用之路徑關係 83
表4- 15 潛在變項直接與間接效果表 84
表4- 16 訪談樣本基本資料 85
表5- 1 本研究之假設檢定結果表 93

圖目錄
圖2- 1 全球註冊人口分佈圖 15
圖2- 2 主動學習與傳統授課學習之成績對照 16
圖2- 3 MOOCS課程完成率與註冊人數資料統計圖 17
圖2- 4 滿意度決定認知模型架構 23
圖2- 5 期望確認理論 23
圖2- 6 IS接收後持續使用模式 25
圖3- 1本研究架構 42
圖4- 1 一階驗證性因素分析 72
圖4- 2研究模式概念圖 80
圖4- 3 路徑分析 81

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三、網路資料

柯俊如 (2014年12月19日)。〈開放教育資源的未來?大規模網路免費公開課程 (Massive Open Online Course, MOOC) 量身打造無邊界個人學習工具〉,《國立臺大學教學資源網》。上網日期:2016年9月14日,取自:http://ctld.ntu.edu.tw/_epaper/news_detail.php?nid=502
教育部 (2013年2月7日)。〈迎接數位化學習時代-掀起「以學習者為中心」的教學新浪潮〉,《教育部電子報》。上網日期:2016年9月6日,取自: http://epaper.edu.tw/topical.aspx?period_num=550&;topical_sn=767&;page=0
焦建利 (2012年5月14日)。《我們究竟需要怎樣的學習環境》。上網日期:2016年9月15,日取自:http://blog.sina.com.cn/s/blog_70f6037501011i9w.html
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