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Student Number 964201013
Author Chun-yuan Ma(馬春媛)
Author's Email Address 964201013@cc.ncu.edu.tw
Statistics This thesis had been viewed 3268 times. Download 828 times.
Department Business Administration
Year 2008
Semester 2
Degree Master
Type of Document Master's Thesis
Language zh-TW.Big5 Chinese
Title 影響企業員工使用數位學習系統意圖之研究-結合科技接受模型與主觀規範因素
Date of Defense 2009-06-23
Page Count 153
Keyword
  • e-learning
  • subjective norm
  • technology acceptance model
  • theory of reasoned action
  • Abstract   During the period of economic recession, enterprises have to take actions to provide the employee training to meet the core needs of the organizations with limited budgets. E-learning offers the instructional knowledge in digit forms, which is flexible and innovative. Because of the increase of the use of e-learning systems in corporations, the process of evaluating the learning outcome and the understandings of the employees’ attitudes toward the e-learning systems remain essential to the enterprises.
      The subjects of this study were the 357 employees in the Taiwanese enterprises which adopt the e-learning systems for training. The research model was based on the Davis’s Technology Acceptance Model (TAM) and combined the “subjective norm” of the theory of reasoned action (TRA) as a mediated factor. Also, three constructs were included as exogenous variables, including the organizational support, the task characteristic and the individual characteristics.
      The statistical software of SPSS and Amos were used to run the structural equation model (SEM) to identify the causal effect among the factors. The results of this study were summarized as follows:
    1. Using the subjective norms as a mediator, the perceived organizational support, management support and the task uncertainty positively impacted the perceived usefulness of e-learning systems, the perceived ease of use of e-learning systems and the intention of using e-learning systems
    2. Employees’ computer self-efficacy and prior experience positively impact their perceived ease of e-learning systems.
    3. Employees’ computer anxiety and prior experience negatively impact their perceived ease of e-learning systems.
    4. The perceived organizational support, the management support and the task uncertainty positively impacted the perceived usefulness of e-learning systems, the perceived ease of use of e-learning systems and intention to use e-learning systems with the mediation of the subjective norms.
    5. The perceived usefulness of e-learning systems and the perceived ease of use of e-learning systems positively impacted the employee’s intention of using e-learning systems.
    Table of Content 目  錄
    摘  要I
    AbstractII
    目  錄IV
    表  目  錄V
    圖  目  錄VII
    第一章緒論1
    1.1.研究背景1
    1.2.研究動機2
    1.3.研究目的4
    1.4.研究流程5
    第二章文獻探討7
    2.1.數位學習7
    2.1.1.數位學習的定義與特色7
    2.1.2.數位學習的整體涵義8
    2.1.3.數位學習在組織的運用與成效12
    2.2.理性行為理論14
    2.2.1.理性行為理論之架構與定義14
    2.2.2.理性行為理論之應用15
    2.3.科技接受模型17
    2.3.1.科技接受模型之架構17
    2.3.2.科技接受模型之內涵與延伸應用20
    2.4.數位學習與理性行為理論、科技接受模型之相關性26
    2.5.影響組織採用數位學習的關鍵因素29
    第三章研究方法41
    3.1.研究架構與假說41
    3.2.變數之操作性定義與衡量題項51
    3.3.問卷設計59
    3.4.研究分析方法59
    第四章資料分析62
    4.1.描述性統計分析62
    4.2.信度分析68
    4.3.結構方程模式分析70
    4.4.結構方程模式修正94
    4.5.中介變項「主觀規範」之假設驗證112
    第五章結論與建議117
    5.1.研究假說驗證結論117
    5.2.探討企業員工對數位學習系統使用意願的影響因素與管理意涵122
    5.3.研究限制與後續研究建議125
    參考文獻127
    附錄一140
    表  目  錄
    表 2-1 數位學習定義與特色整理7
    表 2-2 數位學習應用範圍整理10
    表 2-3 數位學習分類特性列表11
    表 2-4 數位學習系統應用於企業教育訓練的優點12
    表 2-5 理性行為理論文獻整理17
    表 2-6 科技接受模型之相關文獻整理22
    表 2-7 科技接受模型文獻之變數關連統計25
    表 2-8 數位學習之TRA與TAM研究整理27
    表 3-1 研究假說49
    表 3-2 認知有用性的操作性定義與衡量題項51
    表 3-3 認知易用性的操作性定義與衡量題項52
    表 3-4 使用意圖的操作性定義與衡量題項52
    表 3-5 主觀規範的操作性定義與衡量題項53
    表 3-6 知覺組織支持的操作性定義與衡量題項54
    表 3-7 管理者支持的操作性定義與衡量題項54
    表 3-8 終端使用者支持的操作性定義與衡量題項55
    表 3-9 任務模糊性的操作性定義與衡量題項56
    表 3-10 任務相依性的操作性定義與衡量題項56
    表 3-11 電腦自我效能的操作性定義與衡量題項57
    表 3-12 先前經驗的操作性定義與衡量題項58
    表 3-13 電腦焦慮的操作性定義與衡量題項58
    表 3-14 變數衡量題項分配表59
    表 4-1 研究樣本描述性統計分析表63
    表 4-2 個別變項之描述性統計65
    表 4-3 量表信度分析69
    表 4-4 組織支持構面驗證性因素分析75
    表 4-5 任務特性構面驗證性因素分析76
    表 4-6 個人特徵構面驗證性因素分析77
    表 4-7 主觀規範驗證性因素分析78
    表 4-8 TAM內生變數驗證性因素分析79
    表 4-9 兩兩變數之卡方差檢定80
    表 4-10 本研究潛在變數定義81
    表 4-11 研究模式標準化係數及標準誤83
    表 4-12 整體模式適配度指標檢定表87
    表 4-13 組織支持構面影響主觀規範假說驗證90
    表 4-14 任務特性構面影響主觀規範假說驗證90
    表 4-15 主觀規範與TAM內在認知變數假說驗證90
    表 4-16 組織支持構面與TAM內在變數假說驗證91
    表 4-17 任務特性構面與TAM內在變數假說驗證92
    表 4-18 個人特徵構面與TAM內在變數假說驗證93
    表 4-19 TAM內在變數假說驗證93
    表 4-20 結構方程模式修正指標95
    表 4-21 研究模式標準化係數及標準誤97
    表 4-22 整體模式適配度指標檢定表101
    表 4-23 修正結構模式之內在結構適配度指標102
    表 4-24 組織支持構面影響主觀規範假說驗證104
    表 4-25 任務特性構面影響主觀規範假說驗證104
    表 4-26 主觀規範與TAM內在認知變數假說驗證105
    表 4-27 組織支持構面與TAM內在變數假說驗證106
    表 4-28 任務特性構面與TAM內在變數假說驗證106
    表 4-29 個人特徵構面與TAM內在變數假說驗證107
    表 4-30 TAM內在變數假說驗證108
    表 4-31 原模型架構與修正模型架構之假說檢定比較108
    表 4-32 潛在變項直接效果與間接效果表110
    表 4-33 中介變數模式之路徑係數表115

    圖  目  錄
    圖 1-1 研究流程圖6
    圖 2-1 理性行為理論架構圖14
    圖 2-2 計劃行為理論(TPB)架構圖18
    圖 2-3 科技接受模式(TAM)架構圖19
    圖 2-4 TAM2的架構圖22
    圖 3-1 研究架構圖42
    圖 4-1 組織支持構面之SEM驗證因素分析概念模式圖71
    圖 4-2 任務特性構面之SEM驗證因素分析概念模式圖72
    圖 4-3 個人特徵構面之SEM驗證因素分析概念模式圖73
    圖 4-4 主觀規範之SEM驗證因素分析概念模式圖73
    圖 4-5 TAM內生變數之SEM驗證因素分析概念模式圖74
    圖 4-6 理論模式架構與參數結構83
    圖 4-7 整體架構模式路徑圖89
    圖 4-8 修正後理論模式架構與參數結構97
    圖 4-9 修正後整體架構模式路徑圖103
    圖 4-10 驗證中介變數之模式一112
    圖 4-11 驗證中介變數之模式二112
    圖 4-12 檢定中介效果架構圖之模式一113
    圖 4-13 檢定中介效果架構圖之模式二114
    圖 5-1 建議架構圖125
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  • Yi-hsuan Lee(李憶萱)
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  • 964201013.pdf
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    Date of Submission 2009-07-08

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