公務人員資訊素養與網路學習意願關係之研究：以臺北市區公所為例

Abstract

本研究旨在探討臺北市區公所公務人員資訊素養（information literacy）與網路學習意願（Web-based learning willingness）的現況及關係，將資訊素養分為認知資訊、取得資訊、評估資訊、利用資訊、資訊倫理等五個構面，網路學習意願分為課程內容、獎勵措施、學習社群等三個構面，設計本研究調查問卷，經由專家審查與進行預測，以信度和效度考驗修正後（資訊素養由五個構面修正為六個構面，增加「資訊價值」構面），再對臺北市的12行政區公所員工，採分層比例隨機抽樣方式進行問卷調查，共發出563份問卷，有效問卷510份。\r\n 本研究以描述性統計分析（Descriptive Statistics Analysis）、t檢定（t-Test）、單因子變異數分析（One Way ANOVA）、及Person積差相關係數（Pearson Product Moment Correlation）等統計方法進行分析，歸納結論如次：\r\n 一、臺北市區公所員工整體資訊素養的知能認知程度達80.19%，平均值為4.01，其中以資訊價值最高，其次依序為資訊倫理、取得資訊、利用資訊、認知資訊及評估資訊。\r\n 二、臺北市區公所員工整體網路學習意願的知覺程度達76.19%，平均值為3.81，其中以課程內容最高，其次為獎勵措施及學習社群。\r\n 三、不同背景變項對資訊素養之差異情形：\r\n （一）不同性別、年齡、教育程度、職位、職務性質及職等的臺北市區公所員工對資訊素養等構面無顯著差異存在。\r\n （二）不同服務年資的臺北市區公所員工對資訊素養中的取得資訊、評估資訊、資訊倫理等構面有顯著差異存在。\r\n （三）不同使用電腦經驗的臺北市區公所員工對資訊素養中的取得資訊、利用資訊構面有顯著差異存在。\r\n （四）不同參加網路學習的臺北市區公所員工對資訊素養中的資訊價值、取得資訊、利用資訊及資訊倫理等構面有顯著的差異存在。\r\n 四、不同背景變項對網路學習意願之差異情形：\r\n （一）不同性別、教育程度、職位、職務性質、職等、使用電腦經驗與參加網路學習的臺北市區公所員工對網路學習意願無顯著差異存在。\r\n （二）不同年齡的臺北市區公所員工對網路學習意願中的獎勵措施、學習社群等構面有顯著的差異存在。\r\n （三）不同服務年資的臺北市區公所員工對網路學習意願中的獎勵措施構面有顯著的差異存在。\r\n 五、資訊素養與網路學習意願之間呈現中度的正相關。\r\n 最後，根據研究結果對政府機關、公務人員及後續研究提出建議供參考，藉以提升公務人員的資訊素養及網路學習意願。\r\n\r\n\r\n關鍵字：資訊素養、網路學習意願

This study investigates the information literacy and web-based learning willingness of officials in Taipei City District Offices. The information literacy includes abilities to realize information, to obtain information, to evaluate information, to make use of information, and to follow information ethics. The web-based learning willingness is divided into three dimensions: course content, reward system, and learning community.\r\nThe questionnaire that the research adopts is reviewed and predicted by experts and revised based on reliability and validity tests (adding “information value” to information literacy). The research objects are officials in 12 District Offices of Taipei City. Total amount of 563 questionnaires are distributed using stratified random sampling method, and 510 of them are valid research data.\r\n The research data are analyzed by Descriptive Statistics Analysis, t-test, One Way ANOVA, and Pearson Product Moment Correlation. The major conclusions are as follows:\r\n I.The cognitive degree of Taipei City District officials’ information literacy as a whole is 80.19%. The mean is 4.01. Among all the facets, information value gets the highest score. Other abilities, from high to low, are: information ethics, obtaining information, making use of information, realizing information, and evaluating information.\r\n II.The conceptual degree of Taipei City District officials’ web-based learning willingness is 76.19%. The mean is 3.81. Course content scores the highest followed by reward system and learning community.\r\n III.The differences in information literacy between different background variables:\r\n 1.Variables such as sex, age, education degree, position, nature of job, and rank of position are not significantly different in terms of information literacy.\r\n 2.Officials with different years in service are significantly different in abilities to obtain information, evaluate information, and follow information ethics.\r\n 3.Officials with different computer-using experience are significantly different in abilities to obtain information and to make use of information.\r\n 4.Officials with or without on-line learning experience are significantly different in terms of information value, obtaining information, making use of information and following information ethics.\r\n IV.The differences in web-based learning willingness between different background variables:\r\n 1.Variables such as sex, education degree, position, nature of job, rank of position, computer-using experience and on-line learning experience are not significantly different in web-based learning willingness.\r\n 2.Official of different ages are significantly different in dimensions of web-based learning willingness such as reward system and learning community.\r\n 3.Official with different years in service are significantly different in terms of reward system.\r\n V.The information literacy and web-based learning willingness are positive correlated with medium degree.\r\nFinally, according to the research results, the researcher provides suggestions for the government, officials, and future studies in order to improve the information literacy and web-based learning willingness of government officials.\r\n\r\n\r\n\r\nKeyword：information literacy，web-based learning willingness