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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/19056

    Title: 對非同步遠距教學平台持續使用意願之探討
    Authors: 吳錦波;吳雅真
    Contributors: 淡江大學資訊管理學系
    Keywords: 顧客滿意度;資訊系統持續使用意願;期望-確認模式;電腦自我成效;認知有用性;遠距教學;Customer Satisfaction;Information System Continuance Intention;Expectation-Confirmation Model;Computer Self-Efficiency;Perceived Usefulness;Distance Teaching
    Date: 2003-09
    Issue Date: 2009-09-25 16:50:13 (UTC+8)
    Publisher: 臺北縣淡水鎮:淡江大學
    Abstract: 遠距教學的市場已經越來越受到注目,尤其是對以網路(Web-based)為基礎的虛擬學習環境。網路教學最初強調的是關於資訊科技技能方面的訓練,但後來已漸漸轉向教育方面的市場了,特別是高等教育。網路教學計畫在高等教育方面的成功也許與使用者對資訊系統某種程度的電腦學習成效和愛好使用有關。而這些因素多多少少也會影響線上學習者的滿意度與持續使用此網路教學系統的意願。因此,這些因素很有可能是影響在虛擬學習環境下對高等教育的網路教學成敗的關鍵因素。本研究所提出的主要貢獻有:第一,本研究將電腦自我成效與期望---確認模式整合成為一個概念模式,並評估此模式對高等教育的線上學習者持續使用網路教學系統的意願有何影響。第二,本研究透過對線上學習使用者使用行為的實地調查,建立了對認知有用性、確認、滿意度和資訊系統持續使用意願(IS Continuance intention)在網路教學環境下的相互影響關係。本研究結果顯示在大學教育的學習環境下,線上學習者的電腦自我成效與認知有用性、確認及滿意度等三個構面有顯著的關係存在。
    The continuous growth of the distance learning market has drawn a lot of attention and discussion about the effectiveness of a web-based virtual learning environment (VLE). The initial emphasis of distance learning in the context of information technology skills training has been gradually shifted to the context of education in general, and higher education in particular. The success of distance learning program in higher education may require users to be equipped with a certain degree of computer self-efficacy and affect for information systems. These factors may, in turn, influence the satisfaction level of online learners and their intention to continue using the distance learning system. Therefore, it is plausible that these factors may be as important as or more important than the design of an effective VLE in the context of higher education. In light of this, this study has made three main contributions. First, it integrates the frameworks of Computer Self-Efficacy ( CSE) and Expectation-Confirmation Model (ECM), and assesses their applicability to understand the intention of online learners in higher education to continue using the distance learning system. Second, it theorizes the causal relationship of the factors of Perceived Usefulness, Confirmation, Satisfaction, and IS Continuance Intention in the distance learning context. Third, it explains the online learning behaviors of users through a field survey. Our results indicate that, in the context of learning the conceptual knowledge in undergraduate education, there is a significant relationship among the CSE of online learners, their perceived usefulness, confirmation, and satisfaction level.
    Relation: 2003年兩岸管理科學暨經營決策學術研討會論文集,頁517-528
    Appears in Collections:[資訊管理學系暨研究所] 會議論文

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