大學教師對於Moodle教學平臺的關注階層、使用水平及影響因素之研究 : 以北部D大學為例

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Title:	大學教師對於Moodle教學平臺的關注階層、使用水平及影響因素之研究 : 以北部D大學為例
Other Titles:	A study of the factors affecting university instructors' stages of concern and levels of use of moodle platform : a case of D university in north Taiwan
Authors:	劉祐瑋;Liu, Yu Wei
Contributors:	淡江大學教育科技學系碩士班黃雅萍;Huang, Ya-Ping
Keywords:	關注本位採用模式;關注階層;使用水平;學習管理系統;The Concern-Based Adoption Model;Stages of Concern;Levels of Use;Moodle;Learning Management System
Date:	2012
Issue Date:	2012-06-21 06:58:01 (UTC+8)
Abstract:	本研究根據Hall 與Hord（1987）所提出的關注本位採用模式，探討D大學教師對於Moodle教學平台的關注階層、使用水平及影響D大學教師使用Moodle教學平台之因素為何。本研究採個案研究法，以D大學教師為個案研究對象，首先採分層隨機抽樣方式抽出受試教師，並以「關注階層調查問卷」探討D大學教師對於Moodle教學平台的關注階層，與分析教師的不同個人背景變項在Moodle教學平台關注階層是否達顯著差異。再以立意取樣方式選出7位教師，以「使用水平訪談大綱」進行訪談，以了解各受訪教師的使用水平與影響教師使用Moodle教學平台之因素。本研究結果發現；一、 D大學全體教師對Moodle的關注階層以「察覺」階層得分最高，次高為「資訊」階層，屬於較為「正面積極的非使用者」。在「學院」、「年資」、「職級」與「使用過與未使用過Moodle平台」等個人背景變項，對Moodle平台的關注階層達顯著差異。二、本研究七位受訪教師的使用水平分別為「未使用」一位、「定向」一位、「例行性」二位、「精緻化」、一位、「整合」一位、「更新」一位。三、影響「未使用」層級的教師使用Moodle之因素包括「平台具備之功能」與「教學者的個人態度」。影響「定向」層級教師的因素包括「平台具備之功能」、「學校整體風氣」與「學校提供的支援」。影響「例行性」層級教師之因素包含「平台具備之功能」、「教學者的個人態度」與「學校整體風氣」。「精緻化」教師的影響因素包括「學校提供的支援」、「教學者的資訊素養」以及「平台具備之功能」。「整合」層級教師的因素包含「Moodle帶給學生的方便性」、「學習效果的提升」、「平台具備之功能」與「學校提供的支援」。「更新」教師的因素包含「學校的政策」、「教學環境的設備」、「平台具備之功能」。 The study aims to explore instructors’ Stages of Concern, Levels of Use and the influencing factors for using Moodle platform in D University. This study used a Case Study on D University instructors. Stages of Concern Questionnaire were adopted to collect data and analyze D University instructors’ Stages of Concern. In addition, 7 instructors were selected by Purposive sampling and interviewed based on Levels of Use Categories, Decision Points, and the influencing factors. The Purpose of the interview was understood their Levels of Use as well as the influencing factors. The findings of this study are summarized as followings: 1. The highest Stage of Concern for the D University instructors was “Unconcerned”, the second was “Information”, which means D University instructors were “positive nonusers”. There were significant differences among “college”, "seniority", "rank", and "the experience for using Moodle platform”. 2. The results of the 7 instructors’ levels are as followings: “LoU 0 Nonuse”, “LoU I Orientation”, “LoU IVB Refinement”, “LoU V Integration” and “LoU VI Renewal”, other 2 were “LoU IVA Routine”. 3. “LoU 0 Nonuse” was affected by “the function of platform” and “instructor’s attitude”. “LoU I Orientation” was affected by “the function of platform”, “school climate” and “school support”. “LoU IVA Routine” was affected by ”the function of platform”, “instructor’s attitude” and ”school climate”. “LoU IVB Refinement” was affected by “school support”, “instructor’s information literacy”, and “the function of platform”. “LoU V Integration” was affected by “school support”, “The convenience to students of Moodle”, “the effectiveness of learning improvement” and “the function of platform”. “LoU VI Renewal” was affected by “school’s policy”, “the equipment of teaching environment” and “the function of platform”.
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