| dc.contributor.advisor | 傅豐玲 | zh_TW |
| dc.contributor.author (Authors) | 黃和勤 | zh_TW |
| dc.creator (作者) | 黃和勤 | zh_TW |
| dc.date (日期) | 2002 | en_US |
| dc.date.accessioned | 14-Sep-2009 09:10:13 (UTC+8) | - |
| dc.date.available | 14-Sep-2009 09:10:13 (UTC+8) | - |
| dc.date.issued (上傳時間) | 14-Sep-2009 09:10:13 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0090356018 | en_US |
| dc.identifier.uri (URI) | https://ah.lib.nccu.edu.tw/item?item_id=32314 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 資訊管理研究所 | zh_TW |
| dc.description (描述) | 90356018 | zh_TW |
| dc.description (描述) | 91 | zh_TW |
| dc.description.abstract (摘要) | 與傳統的學習環境相較，線上學習雖然減少了面對面的互動機會，但卻提供了更多其他方式的回饋功能，增加了更多的互動機會與回饋。文獻指出「有用」、「易用」、「回饋反應時間」及「回饋內容」會影響到學習者的學習情形。目前對工作-科技配合度的研究大多偏向軟體維護工作，本研究試圖修正及結合工作-科技配合度模式（Task-Technology Fit Model, TTF）與科技接受度模式（Technology Acceptance Model, TAM），來驗證：(1)配合度變項的存在並驗證配合度會正向影響使用；(2)找出合適的衡量線上學習回饋功能的構面；(3)七項回饋功能在四構面上的認知差異；(4)擴充及結合TTF與TAM二模式以驗證個人的「喜好」會正向影響其「使用」；(5)回饋功能四構面「有用」、「易用」、「回饋反應時間」及「回饋內容」分別會正向影響「喜好」。\r\n\r\n研究結果顯示：(1)只有四項回饋功能「線上傳訊/對談」、「郵寄助教」、「成績資訊」及「主題討論」中「工作-科技配合度」的存在是合適的且「工作-科技配合度」會正向影響個人的「使用」；(2)由信度、效度分析顯示「功能有用」、「功能易用」、「回饋反應時間」及「回饋內容」四構面合適用來衡量線上學習回饋功能；(3)七項回饋功能在四構面上有認知差異；(4)七項回饋功能的個人「喜好」均會正向影響其「使用」；(5)使用者認知「功能有用」會正向影響個人的「喜好」（七種功能都有）；「功能易用」會正向影響個人的「喜好」（課程討論、線上傳訊/對談、郵寄助教、平時測驗、成績資訊）；「回饋反應時間」會正向影響個人的「喜好」（課程討論、成績資訊）；「回饋內容」的正確與有效幫助會正向影響個人的「喜好」（七種功能都有）。 | zh_TW |
| dc.description.tableofcontents | 目錄…………………………………………………………………….I\r\n圖目錄………………………………………………………………….III\r\n表目錄………………………………………………………………….IV\r\n第一章 緒論………………………………………………………….1\r\n第一節 研究背景與動機……………………………………………………1\r\n第二節 研究目的……………………………………………………………3\r\n第三節 研究範圍……………………………………………………………4\r\n第四節 研究貢獻……………………………………………………………5\r\n第五節 研究流程……………………………………………………………7\r\n第二章 文獻探討…………………………………………………….8\r\n第一節 回饋定義……………………………………………………………8\r\n第二節 學習系統中回饋目的………………………………………………11\r\n2.2.1 學習者……………………………………………………………..11\r\n 2.2.2 老師………………………………………………………………..22\r\n2.2.3 同儕………………………………………………………………..28\r\n2.2.4 系統設計師………………………………………………………..30\r\n第三節 回饋品質……………………………………………………………33\r\n2.3.1 回饋種類…………………………………………………………..33\r\n2.3.2 回饋反應時間……………………………………………………..40\r\n2.3.3 回饋內容…………………………………………………………..42\r\n第四節 有用及易用…………………………………………………………46\r\n第五節 工作-科技配合度…………………………………………………...49\r\n第三章 研究方法…………………………………………………….65\r\n第一節 研究架構……………………………………………………………65\r\n第二節 研究情境……………………………………………………………68\r\n第三節 研究假說……………………………………………………………69\r\n第四節 變數操作型定義與衡量方法………………………………………71\r\n第五節 問卷設計……………………………………………………………74\r\n第六節 前測信度效度……………………………………………..………..77\r\n3.6.1前測信度…………………………………………………………...77\r\n3.6.2前測效度…………………………………………………………...77\r\n第七節 問卷調查及回收……………………………………………………83\r\n第八節 資料分析方法………………………………………………………84\r\n第四章 資料分析與討論…………………………………………...86\r\n第一節 樣本結構分析………………………………………………………86\r\n第二節 信度分析……………………………………………………………88\r\n第三節 效度分析……………………………………………………………89\r\n4.3.1內容效度…………………………………………………………...89\r\n4.3.2結構效度…………………………………………………………...89\r\n4.3.3小結………………………………………………………………...94\r\n第四節 工作-科技配合度變項存在驗證…………………………………...95\r\n第五節 回饋科技在四構面上的認知差異…………………………………127\r\n第六節 喜好對使用的影響……………………………………………....…131\r\n第七節 四構面對喜好的影響………………………………………………137\r\n第五章 結論與建議………………………………………………....148\r\n5.1研究結論…………………………….……………………………….148\r\n5.2研究限制…………………………….……………………………….151\r\n5.3研究建議…………………………….……………………………….152\r\n參考文獻 ……………………………….…………..……………….153\r\n中文部份………………………………………..……………………………..153\r\n英文部份………………………………………..……………………………..155\r\n附錄一 …………………………………….…………….…………..162\r\n\r\n圖目錄\r\n圖1、本研究之研究流程圖…………………………………….……….…….……7\r\n圖2、基本型工作-科技配合度模式………………………………………………50\r\n圖3、工作-科技配合度模式………………………………………………………50\r\n圖4、整合路徑模式………………………………………………………………..51\r\n圖5、工作-科技配合度模式………………………………………………………52\r\n圖6、工作-科技配合度模式………………………………………………………53\r\n圖7、工作-科技配合度模式……………………………………………..…..……53\r\n圖8、工作-科技配合度模式…………………………………………..……..……54\r\n圖9、工作-科技配合度模式………………………………………...………..…...55\r\n圖10、工作-科技配合度模式……………………………………………...……...57\r\n圖11、工作-科技配合度模式……………………………………………………..58\r\n圖12、工作-科技配合度模式……………………………………………...……...59\r\n圖13、工作-科技配合度模式…………………………………………...………...60\r\n圖14、工作-科技配合度模式………………………………………...…………...61\r\n圖15、本研究之研究架構圖……………………………………………………....65\r\n圖16、配合度分群（四群）……………………………………………………..109\r\n\r\n\r\n\r\n\r\n表目錄\r\n表1、回饋定義…………………………………………………………………….…9\r\n表2、學習者回饋目的………………………………………………………………15\r\n表3、老師回饋目的…………………………………………………………………24\r\n表4、同儕回饋目的…………………………………………………………………29\r\n表5、系統設計師回饋目的…………………………………………………………31\r\n表6、回饋種類………………………………………………………………………39\r\n表7、回饋內容………………………………………………………………………44\r\n表8、工作-科技配合度定義…………………………………………………………49\r\n表9、工作種類與科技構面的配合度最佳組合……………………………………56\r\n表10、TTF相關文獻一覽……………………………………………………………62\r\n表11、TTF與TAM相異之處………………………………………………………67\r\n表12、問卷結構………………………………………………….……………….…72\r\n表13、前測信度分析…………………………………………………………….…77\r\n表14、學習工作項目前測因素分析結果……………………………………….…78\r\n表15、課程討論之回饋功能項目前測因素分析結果………………………….…78\r\n表16、線上傳訊/對談之回饋功能項目前測因素分析結果………………………79\r\n表17、郵寄助教之回饋功能項目前測因素分析結果……………………….……79\r\n表18、平時測驗之回饋功能項目前測因素分析結果……………………….……80\r\n表19、成績資訊之回饋功能項目前測因素分析結果……………………….……80\r\n表20、主題討論之回饋功能項目前測因素分析結果……………………….……81\r\n表21、作業觀摩之回饋功能項目前測因素分析結果………………………….…81\r\n表22、全測樣本信度分析結果………………………………………………….…88\r\n表23、學習工作項目因素分析結果…………………………………………….…90\r\n表24、課程討論之回饋功能項目因素分析結果……………………………….…90\r\n表25、線上傳訊/對談之回饋功能項目因素分析結果……………………………91\r\n表26、郵寄助教之回饋功能項目前測因素分析結果……………………….……91\r\n表27、平時測驗之回饋功能項目前測因素分析結果…………………….………92\r\n表28、成績資訊之回饋功能項目前測因素分析結果………………………….…92\r\n表29、主題討論之回饋功能項目前測因素分析結果…………………….………93\r\n表30、作業觀摩之回饋功能項目前測因素分析結果……………………….……93\r\n表31、課程討論兩模式對使用解釋能力比較……………………………….……96\r\n表32、七項回饋功能使用之平均數、標準差………………………………….…97\r\n表33、線上傳訊/對談兩模式對使用解釋能力比較…………………………....…98\r\n表34、郵寄助教兩模式對使用解釋能力比較………………………………….…100\r\n表35、平時測驗兩模式對使用解釋能力比較……………………………………102\r\n表36、成績資訊兩模式對使用解釋能力比較……………………………………104\r\n表37、主題討論兩模式對使用解釋能力比較…………………………….………106\r\n表38、作業觀摩兩模式對使用解釋能力比較……………………………………108\r\n表39、單因子變異數分析（四群）………………………………………………110\r\n表40、單因子變異數分析（三群）………………………………………………111\r\n表41、線上傳訊/對談區別分析之混淆矩陣（四群）………………………………112\r\n表42、郵寄助教區別分析之混淆矩陣（四群）……………………………………112\r\n表43、成績資訊區別分析之混淆矩陣（四群）………………………………….113\r\n表44、主題討論區別分析之混淆矩陣（四群）………………………………….113\r\n表45、四項回饋功能區別函數特徵結構（四群）………………………………114\r\n表46、線上傳訊/對談之區別因子（四群）……………………………………..115\r\n表47、郵寄助教之區別因子（四群）……………………………………………116\r\n表48、成績資訊之區別因子（四群）……………………………………………117\r\n表49、主題討論之區別因子（四群）……………………………………………118\r\n表50、線上傳訊/對談區別分析之混淆矩陣（三群）…………………………..119\r\n表51、郵寄助教區別分析之混淆矩陣（三群）…………………………………119\r\n表52、成績資訊區別分析之混淆矩陣（三群）…………………………………120\r\n表53、主題討論區別分析之混淆矩陣（三群）…………………………………120\r\n表54、四項回饋功能區別函數特徵結構（三群）………………………………121\r\n表55、線上傳訊/對談之區別因子（三群）……………………………………..122\r\n表56、郵寄助教之區別因子（三群）…………………………………………...123\r\n表57、成績資訊之區別因子（三群）……………………………………………124\r\n表58、主題討論之區別因子（三群）……………………………………………125\r\n表59、七項回饋功能四構面上的認知差異………………………………………127\r\n表60、喜好與使用之Pearson相關分析結果………………………………………131\r\n表61、喜好與使用之線性迴歸分析結果…………………………………………133\r\n表62、四構面對喜好之Pearson相關分析結果……………………………….…137\r\n表63、課程討論四構面對喜好複迴歸路徑分析……………………………….…139\r\n表64、線上傳訊/對談四構面對喜好複迴歸路徑分析………………………..…140\r\n表65、郵寄助教四構面對喜好複迴歸路徑分析…………………………………141\r\n表66、平時測驗四構面對喜好複迴歸路徑分析…………………………………142\r\n表67、七項回饋功能喜好之平均數、標準差……………………………………143\r\n表68、成績資訊四構面對喜好複迴歸路徑分析…………………………………144\r\n表69、主題討論四構面對喜好複迴歸路徑分析…………………………………145\r\n表70、作業觀摩四構面對喜好複迴歸路徑分析…………………………………146 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0090356018 | en_US |
| dc.subject (關鍵詞) | 線上學習 | zh_TW |
| dc.subject (關鍵詞) | 回饋功能 | zh_TW |
| dc.subject (關鍵詞) | 工作-科技配合度 | zh_TW |
| dc.title (題名) | 工作-科技配合度擴充模式：以線上學習回饋為例 | zh_TW |
| dc.type (資料類型) | thesis | en |
| dc.relation.reference (參考文獻) | 中文部份 | zh_TW |
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