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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/34188

    Title: 以整合科技接受模式探討網路學習工具之使用-以WebCT為例
    Other Titles: An empirical examination of the web-based learning systems using utaut ─ a case of webct learning platform
    Authors: 葉仲達;Yeh, Chung-ta
    Contributors: 淡江大學資訊管理學系碩士班
    吳錦波;Wu, Jiin-po
    Keywords: UTAUT;TAM;Web-based learning system;WebCT
    Date: 2008
    Issue Date: 2010-01-11 05:00:48 (UTC+8)
    Abstract: 由於網際科技發達,以及人們期待運用資訊科技,協助進行學習,使得數位學習快速散佈於學習環境,改變行之已久的教育方式;數位學習隨著科技演變,在各階段下,有著不同類型的定義與學習管理系統,時至今日以網路學習工具為主要的學習管理系統。



    With the advanced Internet technology and people’s enthusiasm to employ information technology to assist in learning, e-learning has rapidly spread in the learning environment, thus changed the long way of traditional education. As e-learning has changed along with the Internet technology, there exist different types of definition of e-learning and learning management systems at various stages. Nowadays the Internet has become the primary tool for learning management system.

    In the e-learning field of research, there are many interest topics, such as: teaching methods, information processing…etc. Among them, the investigation of the motivation to use e-learning has the far-reaching impact, because the benefits of information technology can only be assessed from actual use. Thus, in promoting e-learning, the factors that influence the student’s employment of Internet learning tools will determine the effectiveness of e-learning implementation.

    In reviewing the past e-learning motivational research, it is found that most research focused on individual intent that will affect the use of information technology. In addition to individual intent, researchers also included the social influence and facilitating conditions. This research applied the Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate the factors that influence the student’s use of Internet learning tools. Through the literature collection and organizing, a questionnaire then was employed to test three classes of students. A total of 150 questionnaires were returned. Nine invalid was eliminated and 141 was used in the analysis.

    The research results showed that using the Internet learning tool was affected by user’s intention, it was, in turn, stimulated by performance expectancy and social influence. The effect of performance expectancy is more significant than that of social influence. And the performance expectancy is affected by the effort expectancy positively. Finally, the impact factors were also mediated by such variables as gender, age, experience, and voluntariness.
    Appears in Collections:[資訊管理學系暨研究所] 學位論文

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