| 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://nccur.lib.nccu.edu.tw/handle/140.119/31056 | - |
| 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」。 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 圖目錄………………………………………………………………….III 表目錄………………………………………………………………….IV 第一章 緒論………………………………………………………….1 第一節 研究背景與動機……………………………………………………1 第二節 研究目的……………………………………………………………3 第三節 研究範圍……………………………………………………………4 第四節 研究貢獻……………………………………………………………5 第五節 研究流程……………………………………………………………7 第二章 文獻探討…………………………………………………….8 第一節 回饋定義……………………………………………………………8 第二節 學習系統中回饋目的………………………………………………11 2.2.1 學習者……………………………………………………………..11 2.2.2 老師………………………………………………………………..22 2.2.3 同儕………………………………………………………………..28 2.2.4 系統設計師………………………………………………………..30 第三節 回饋品質……………………………………………………………33 2.3.1 回饋種類…………………………………………………………..33 2.3.2 回饋反應時間……………………………………………………..40 2.3.3 回饋內容…………………………………………………………..42 第四節 有用及易用…………………………………………………………46 第五節 工作-科技配合度…………………………………………………...49 第三章 研究方法…………………………………………………….65 第一節 研究架構……………………………………………………………65 第二節 研究情境……………………………………………………………68 第三節 研究假說……………………………………………………………69 第四節 變數操作型定義與衡量方法………………………………………71 第五節 問卷設計……………………………………………………………74 第六節 前測信度效度……………………………………………..………..77 3.6.1前測信度…………………………………………………………...77 3.6.2前測效度…………………………………………………………...77 第七節 問卷調查及回收……………………………………………………83 第八節 資料分析方法………………………………………………………84 第四章 資料分析與討論…………………………………………...86 第一節 樣本結構分析………………………………………………………86 第二節 信度分析……………………………………………………………88 第三節 效度分析……………………………………………………………89 4.3.1內容效度…………………………………………………………...89 4.3.2結構效度…………………………………………………………...89 4.3.3小結………………………………………………………………...94 第四節 工作-科技配合度變項存在驗證…………………………………...95 第五節 回饋科技在四構面上的認知差異…………………………………127 第六節 喜好對使用的影響……………………………………………....…131 第七節 四構面對喜好的影響………………………………………………137 第五章 結論與建議………………………………………………....148 5.1研究結論…………………………….……………………………….148 5.2研究限制…………………………….……………………………….151 5.3研究建議…………………………….……………………………….152 參考文獻 ……………………………….…………..……………….153 中文部份………………………………………..……………………………..153 英文部份………………………………………..……………………………..155 附錄一 …………………………………….…………….…………..162 圖目錄 圖1、本研究之研究流程圖…………………………………….……….…….……7 圖2、基本型工作-科技配合度模式………………………………………………50 圖3、工作-科技配合度模式………………………………………………………50 圖4、整合路徑模式………………………………………………………………..51 圖5、工作-科技配合度模式………………………………………………………52 圖6、工作-科技配合度模式………………………………………………………53 圖7、工作-科技配合度模式……………………………………………..…..……53 圖8、工作-科技配合度模式…………………………………………..……..……54 圖9、工作-科技配合度模式………………………………………...………..…...55 圖10、工作-科技配合度模式……………………………………………...……...57 圖11、工作-科技配合度模式……………………………………………………..58 圖12、工作-科技配合度模式……………………………………………...……...59 圖13、工作-科技配合度模式…………………………………………...………...60 圖14、工作-科技配合度模式………………………………………...…………...61 圖15、本研究之研究架構圖……………………………………………………....65 圖16、配合度分群（四群）……………………………………………………..109 表目錄 表1、回饋定義…………………………………………………………………….…9 表2、學習者回饋目的………………………………………………………………15 表3、老師回饋目的…………………………………………………………………24 表4、同儕回饋目的…………………………………………………………………29 表5、系統設計師回饋目的…………………………………………………………31 表6、回饋種類………………………………………………………………………39 表7、回饋內容………………………………………………………………………44 表8、工作-科技配合度定義…………………………………………………………49 表9、工作種類與科技構面的配合度最佳組合……………………………………56 表10、TTF相關文獻一覽……………………………………………………………62 表11、TTF與TAM相異之處………………………………………………………67 表12、問卷結構………………………………………………….……………….…72 表13、前測信度分析…………………………………………………………….…77 表14、學習工作項目前測因素分析結果……………………………………….…78 表15、課程討論之回饋功能項目前測因素分析結果………………………….…78 表16、線上傳訊/對談之回饋功能項目前測因素分析結果………………………79 表17、郵寄助教之回饋功能項目前測因素分析結果……………………….……79 表18、平時測驗之回饋功能項目前測因素分析結果……………………….……80 表19、成績資訊之回饋功能項目前測因素分析結果……………………….……80 表20、主題討論之回饋功能項目前測因素分析結果……………………….……81 表21、作業觀摩之回饋功能項目前測因素分析結果………………………….…81 表22、全測樣本信度分析結果………………………………………………….…88 表23、學習工作項目因素分析結果…………………………………………….…90 表24、課程討論之回饋功能項目因素分析結果……………………………….…90 表25、線上傳訊/對談之回饋功能項目因素分析結果……………………………91 表26、郵寄助教之回饋功能項目前測因素分析結果……………………….……91 表27、平時測驗之回饋功能項目前測因素分析結果…………………….………92 表28、成績資訊之回饋功能項目前測因素分析結果………………………….…92 表29、主題討論之回饋功能項目前測因素分析結果…………………….………93 表30、作業觀摩之回饋功能項目前測因素分析結果……………………….……93 表31、課程討論兩模式對使用解釋能力比較……………………………….……96 表32、七項回饋功能使用之平均數、標準差………………………………….…97 表33、線上傳訊/對談兩模式對使用解釋能力比較…………………………....…98 表34、郵寄助教兩模式對使用解釋能力比較………………………………….…100 表35、平時測驗兩模式對使用解釋能力比較……………………………………102 表36、成績資訊兩模式對使用解釋能力比較……………………………………104 表37、主題討論兩模式對使用解釋能力比較…………………………….………106 表38、作業觀摩兩模式對使用解釋能力比較……………………………………108 表39、單因子變異數分析（四群）………………………………………………110 表40、單因子變異數分析（三群）………………………………………………111 表41、線上傳訊/對談區別分析之混淆矩陣（四群）………………………………112 表42、郵寄助教區別分析之混淆矩陣（四群）……………………………………112 表43、成績資訊區別分析之混淆矩陣（四群）………………………………….113 表44、主題討論區別分析之混淆矩陣（四群）………………………………….113 表45、四項回饋功能區別函數特徵結構（四群）………………………………114 表46、線上傳訊/對談之區別因子（四群）……………………………………..115 表47、郵寄助教之區別因子（四群）……………………………………………116 表48、成績資訊之區別因子（四群）……………………………………………117 表49、主題討論之區別因子（四群）……………………………………………118 表50、線上傳訊/對談區別分析之混淆矩陣（三群）…………………………..119 表51、郵寄助教區別分析之混淆矩陣（三群）…………………………………119 表52、成績資訊區別分析之混淆矩陣（三群）…………………………………120 表53、主題討論區別分析之混淆矩陣（三群）…………………………………120 表54、四項回饋功能區別函數特徵結構（三群）………………………………121 表55、線上傳訊/對談之區別因子（三群）……………………………………..122 表56、郵寄助教之區別因子（三群）…………………………………………...123 表57、成績資訊之區別因子（三群）……………………………………………124 表58、主題討論之區別因子（三群）……………………………………………125 表59、七項回饋功能四構面上的認知差異………………………………………127 表60、喜好與使用之Pearson相關分析結果………………………………………131 表61、喜好與使用之線性迴歸分析結果…………………………………………133 表62、四構面對喜好之Pearson相關分析結果……………………………….…137 表63、課程討論四構面對喜好複迴歸路徑分析……………………………….…139 表64、線上傳訊/對談四構面對喜好複迴歸路徑分析………………………..…140 表65、郵寄助教四構面對喜好複迴歸路徑分析…………………………………141 表66、平時測驗四構面對喜好複迴歸路徑分析…………………………………142 表67、七項回饋功能喜好之平均數、標準差……………………………………143 表68、成績資訊四構面對喜好複迴歸路徑分析…………………………………144 表69、主題討論四構面對喜好複迴歸路徑分析…………………………………145 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 |
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