第四章 研究結果與分析
第二節 共現字主題歸類結果
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NO. Year \ SC, TC 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Total slp
3 Nursing 125 140 122 124 68 111 49 63 53 23 878 -12.15
4 Information Science & Library Science 43 41 77 135 96 156 113 49 55 6 771 -2.31 5 Psychology, Multidisciplinary 27 28 108 1 68 150 104 135 75 20 716 4.8 6 Psychology, Experimental 26 22 140 3 43 131 153 127 45 19 709 3.46 7 Computer Science, Information Systems 19 50 62 131 69 141 67 36 44 7 626 -2.42 8 Education, Scientific Disciplines 0 28 122 24 2 251 10 64 65 40 606 -0.58 9 Psychology, Educational 7 109 82 175 53 31 47 47 10 19 580 -7.07 10 Health Care Sciences & Services 0 7 68 18 24 239 0 61 51 28 496 1.58
表 4-13 統計結果顯示，數位學習領域期刊論文所屬各領域文章被引用排名 分別為：Education & Educational Research 領域排名第一，總計被引用 6,429 次；
Computer Science, Interdisciplinary Applications 領域排名第二，總計被引用 2,331 次；Nursing 領域排名第三，總計被引用 878 次。另外，從趨勢指標觀察到 Nursing(slp=-12.15)領域所發表文章被引用狀況有明顯下降趨勢。
再詳細分析數位學習領域 SSCI 期刊論文所屬各領域文章之發表與被引用情 形，結果如表 4-14 所示。
表 4- 14 數位學習領域 SSCI 期刊論文所屬各領域文章之發表與被引用分析
NO. SC NC TC CPP FC FTC FCPP
1 Education & Educational Research 1134 6429 5.67 927.4 4950.3 5.34 2 Computer Science, Interdisciplinary Applications 276 2331 8.45 134.5 1138.8 8.47 3 Information Science & Library Science 188 771 4.1 137.4 411.6 3
4 Nursing 154 878 5.7 143.2 813.5 5.68
5 Education, Scientific Disciplines 98 606 6.18 46.8 292 6.24
6 Psychology, Multidisciplinary 95 716 7.54 53.3 383.7 7.2
7 Computer Science, Information Systems 95 626 6.59 48 261.6 5.45
8 Psychology, Experimental 76 709 9.33 41.3 414.8 10.04
9 Psychology, Educational 68 580 8.53 48.3 391.2 8.1
10 Health Care Sciences & Services 60 496 8.27 30.9 248.2 8.03
註：NC：發表篇數；TC：被引用次數；FC：按作者合作比例計算篇數 CPP= TC/NC；FCPP= FTC/FC
表 4-13 分析結果顯示，Education & Educational Research 領域合計發表 1,134 篇文章，佔所有數位學習領域期刊文獻之 51%，高居第一。接下來後面章節將利 用文獻內容探勘工具 CATAR 針對所有發表在數位學習期刊文獻進行主題分析，
以歸類出具代表性的主題類別。
第二節 共現字主題歸類結果
本節針對 SSCI 資料庫下載所得之 2,125 篇期刊文獻之篇名(TI）與摘要
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（AB）欄位，利用 CATAR 執行自動化文獻內容探勘，再進一步利用共現字進行 主題分群歸類分析，也就是將相似文件自動歸類，藉以探析出數位學習領域相關 研究之主題類別。
CATAR 執行自動化文獻內容探勘流程為：先將文件集由第一階 S1 所預設之 門檻值 0.1 進行歸類，結果得 587 個類群，再依據 S1 的歸類結果依據預設凝聚 歸類之門檻值，進一步合併歸納成第二階 S2 歸類，結果得 215 個類群；其次，
將第二階 S2 門檻值的歸類結果，進一步合併歸納成第三階 S3 歸類，結果 得 78 個 類群；再進一步合併歸納成第四階 S4 歸類，結果得 20 個類群，依此歸類模式類 推，可得到多階層歸類結果。而系統歸類結果會依其門檻值設定不同，而得到不 同歸類主題類群。
由 CATAR 所得之共現字主題樹 ( Topic Tree )，則是根據前述凝聚歸類與多 階段歸類後，再配合系統自動擷取之類別描述詞分析而獲得的結果；所有分析結 果均以網頁形式呈現，以方便檢視各個主題歸類的標題詞、篇名與出現頻率較高 的關鍵詞彙。
圖 4-7 為依據 CATAR 執行自動化文獻內容探勘，並進一步利用共現字進行 主題分群歸類分析，所獲得之數位學習領域期刊文獻共現字主題樹歸類結果。
圖 4- 7 數位學習領域期刊文獻共現字主題樹歸類結果
圖 4-7 所得之 1(13)主題樹所代表之意義說明如下：以主題樹第一行顯示之
「911 : 843 筆 : 0.1181 (environment:202.6, web-based:193.5, instructional:161.3, distance:155.8, teacher:150.9)」為例，說明此類別的內部編號為 911；共包括 843
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篇文章；是由各含 768 篇與 75 篇文章的 2 個主題所組成；兩個主題之間的相似 度不低 於 0.1181； 此類 別內的 843 篇 文章 中，最 具代 表性 的關鍵 詞彙為 environment，代表性係數為 202.6，其次為 web-based，代表性係數為 193.5，依 此類推。
本研究為分析出一具有合適主題類別數之數位學習領域主題架構圖，選擇 CATAR 完成之 20 個主題分群結果作為後續進行主題分析的依據，以避免因主題 類別數過多而得到過於複雜之主題分類架構，反而不具參考與分析的意義與價值。
而經由 CATAR 依據數位學習領域 SSCI 期刊文獻共現字主題歸類完成之 20 個主 題分群結果，整理如表 4-15 所示。
表 4- 15 數位學習領域 SSCI 期刊文獻共現字主題歸類
cluster
歸類主題-類別標題詞(S4)1
environment:202.5601, web-based:193.5089, instructional:161.2815, distance:155.8168, teacher:150.97092
health:83.3825, online:55.1640, practice:52.0088, train:49.0850, community:47.60083
e-learning system:63.9015, material:57.4846, web-based learn:40.1071, concept:37.7649, user:37.17704
social:41.3388, computer:17.5412, children:14.2475, model:10.9935, interaction:9.18645
conference:22.1515, instructor:21.0350, discussion:13.2074, asynchronou:11.5418, scale:10.26166
open:21.7502, web-based:5.4618, e-learning:3.9035, content:3.8510, educational:3.21417
videoconferenc:27.3636, medical education:22.6907, link:12.3788, lecture:8.1471, evidence:7.32978
academic:22.1349, degree:10.9659, experience:10.3102, programme:9.3306, online:8.77739
assignment:19.2999, online:16.5014, discussion:14.7987, learner:10.1245, module:9.342810
pbl:35.8333, engineer:20.0346, staff:13.9363, university:9.1181, online learn:8.413811
memory:42.3485, i. e.:26.7121, task:17.8981, control:11.5746, performance:10.693012
high:19.5393, high school:16.8453, antibiotic:12.6340, competence:12.0000, primary school:11.230213
leadership:28.3633, cognitive style:19.6529, lifelong:18.9510, lifelong learn:17.5472, trust:14.552214
international:26.4660, south:24.7388, african:23.8642, global:18.6387, pacific:14.037815
collaboration:8.9220, face-to-face learn:8.4227, efficiency:8.2463, debate:7.7612, face-to-face contact:7.720816
mobile phone:21.0566, sms:10.5283, learn strategy:10.1866, device:9.8901, second language:9.826417
mining:22.0460, design pattern:14.0378, web min:12.6340, data min:7.7208, web log:7.0118
formative:39.3057, formative assessment:24.5661, company:16.0075, market:12.6119, learn experience:12.155719
rehabilitation:23.5010, hospital:20.3548, career:16.9776, web site:16.8453, counsel:9.826420
coursework:17.5472, exercise:12.9661, translation:11.2302, sign:9.8264, learn set:9.8264本研究基於數位學習領域期刊文獻共現字分析，將主題歸類為較合適的 20 個主題類別數，再透過每個主題類別的關鍵詞彙，可命名主題類別名稱，如此將 有助於觀察其歸類主題意涵。但仍有部分主題類別範圍太大，而無法瞭解細部含 括哪些子類別主題，因此有必要更進一步解讀出更明確的主題類別。表 4-16 之 S3-78 即為基於 S4-20 所含括之 20 個主題類別，再細分之主題槪念歸類；加底線
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Environment, instructional
environment, web-based, instructional
CL01-01 (282) ,dista nce:, teacher
distance learning
distance, education,distance education, student, teach
CL01-02 (86)
Usability / user studies
library, perceive, user, information, technology CL01-03
(92)
collaborative learning
collaborative learn, network, social, environment, knowledge CL01-04
(46)
CD-ROM
cd-rom, library, education, distance education, programme CL01-05
(68)
Gender studies
gender, internet-based learn environment,
male, constructivist internet-based learn environment, female CL01-06
(41)
Virtual word
world, classroom, web-based, teacher, virtual CL01-07
(44)
Outcomes
instructional, learn outcome, graphic, cognitive, learn environment
CL01-08 (20)
Human computer interaction
computer-based, structure, interactive, instructional, teacher CL01-09
(45)
Human-matching interface
peer, web-based learn, mechanism, behavioral, tutor CL01-10
(27)
Laboratory
laboratory, virtual, teach, science, student CL01-11
(35)
Environment
instructional design,learn environment, learner, research, internet
CL01-12 (29)
Learning style
style, adaptation, learner, adaptive, web-based CL01-13
(28)
Science
professional development, science,teacher, approaches, online CL02
(224)
Health
health, online, practice, train,
CL02-01 (56) community
On-line learning
online course, online learn,aid, education, information:
CL02-02 (40)
Resource management
economic, ict, faculty member, university, china CL02-03
(24)
Literacy
literacy, quality, e-learning, development, student CL02-04
(26)
Internet
rural, family, state, practice, area CL02-05
(18)
palliative care
palliative, geriatric, care, palliative care, distance learn CL02-06
(14)
community of practice
interactive television, community of practice, division, online education, nonverbal
CL02-07 (17)
healthcare
healthcare, breast, breast cancer, military, patient CL02-08
(29)
Training
public health, preparedness, occupational, train, capacity CL03
(152)
e-learning system, material
e-learning system, material, web-based learn, concept
CL03-01 (46) , user
Knowledge-based system
map:, learn system, material, concept, learn material
CL03-02 (31)
Content management
annotation, e-learning environment, document, user, propose CL03-03
(20)
Learning management systems
e-learning system, portfolio, rule, learner, analysis CL03-04
(34)
Resource based learning
metadata, object, resource, ontology, lom CL03-05
(21)
Web-based learning
commitment, web-based learn environment, talent, search, information commitment
CL04 (75)
Instructional management system (IMS) social,computer,children,model,
CL04-01 (24) interaction
Tutorial
agent, social, computer, tutor, student CL04-02
(24)
Instructional designer(elearn glossary, ASTD) construction, task, design, collaborative, work CL04-03
(13)
Online community(ADTD)
presence, social presence, intrinsic motivation, online and face-to-face, e-learning effective
CL04-04 Mentoring
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memory, i. e., task, control, performance
CL11-01 (24)
Modeling
memory, patient, train, children, task CL11-02
(19)
Facilitative tools
i. e., email, fairne, vowel, intention to continue using web-based learn
CL11-03 (13)
Navigation
metaphor, navigation, element, common, analogy CL13
(24)
Lifelong learning
leadership, cognitive style, lifelong,lifelong learn
CL13-1 (9) , trust
Information systems
conversation, human resource, information system, leadership, vldp:
CL13-2 (15)
Lifelong learning
trust, lifelong learn, cognitive style, team, online distance learn
CL18 (44)
Formative assessment
formative, formative assessment, company, market,
CL18-1 (29) learn experience
Training
company, customer, e-learning, train, model
CL18-2 (15)
Formative assessment
formative, formative assessment, fam-wata, item, formative evaluation
CL07 (54)
Medical education
videoconference, medical education
CL07-01 (23) , link,
lecture, evidence
Interactive learning environments
synchronous, lecture, higher, interactive, education
CL07-02 (12)
Video conference
videoconference, authentic, responsibility, challenge, circumstance
CL07-03 (19)
Medical education
medical education, cai:, pda, physic, computer-assisted CL08
(53)
Research perspectives academic, degree, experience
CL08-01 (20) , programme, online
communities
community, experience, online, medical, student
CL08-02 (17)
Undergraduate education
academic, academic quality, variation, hear, coping CL08-03
(16)
Constructivism
constructivist, action research, observation, peer observation, lay
CL09 (75)
CAI (computer-assisted instruction) Assignmentonline
CL09-01 (27) , discussion, learner,
module
Synchronous learning
assignment, nurse, online, module, participation
CL09-02 (25)
Distributed learning environments
hybrid, flexible, satisfaction, distance-learning, course CL09-03
(23)
Quantitative research
critical think, quantitative, critical think skill, security, qualitative
CL10 (55)
Problem-based learning pbl, engine, staff, university,
CL10-01 (20) online learn
Learning management systems
management, case, student, online learn, support CL10-02
(19)
Problem-based learning
pbl, problem-based learn, off-campus, engineer education, CL10-03
(16)
Learning technology
elearn, academic staff, learn technology, staff and student, ole CL12
(34)
Education
high,high school, antibiotic, competence,
CL12-01 (21) primary school
Tertiary
cultural, anxiety, high, school,program
CL12-02 (13)
Primary
intervention, early, antibiotic, primary school, prescribe CL14
(40)
International challenges
international, south, african, global
CL14-01 (29) , pacific
IMS (Instructional Management System) south, african, pacific, ict, education
CL14-02 (11)
international collaboration
international, canada, pharmacy, international collaboration, course model
CL06 ( 33)
WWW-based course sites & learning resources
open, web-based, e-learning, content
CL06-01 (10) ,
educational
Web-based learning
facet, web-based program, open source, digital, facet analysis
CL06-02 (12)
Learning object
dropout, technique, traveler, e-learning course, sme CL06-03
(11)
IMS (Instructional Management System) object, ims, specification, portal, orientation CL17
( 29)
Knowledge management
mining, design pattern, web mining, data mining
CL17-01 (15) , web log:
Knowledge representation
mining,design pattern, web mining, data mining, big
CL17-02 (14)
Network management
make, decision, perspective, web log, management
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Instructor networking
conference, instructor, discussion,:
asynchronous
CL05-01 (16) , scale
Instructor training and support
discussion forum, post, instructor, thread, conference
CL05-02 (16)
Design principles
principle, validity, facilitator, instruction, turkish CL05-03
(13)
Games
game, competitive, collaborative interaction, chat, competitive learn
CL16 ( 23)
m-learning
mobile phone, sms, learn strategy, device,
CL16-01 (9) second language
Learning object
handheld, student learn, bwl, bird-watching, learn object design
CL16-02 (14)
learn strategy
phone:, mobile phone, learn strategy, sms, second language CL15
(18)
Collaborative learning collaboration
CL15-01 (9) , face-to-face learn, efficiency, debate, face-to-face contact
F2F (face-to-face)
face-to-face learn, efficiency, face-to-face contact, technology-assisted, learn efficiency CL15-02
(9)
Methodologies for system design
methodology, debate, digital collaboration, collaborate, net CL19
(22)
Rehabilitation education
rehabilitation, hospital, career, web sit
CL19-01 (12) e,
counsel
WWW-based course sites & learning resources hospital, web site, adoption, est, pain
CL19-02 (10)
vocational rehabilitation
career, rehabilitation, non-distance, vocational rehabilitation, career belief
CL20 (18)
Prescriptive learning
coursework, exercise, translation, sign, learn set
CL20-01 (9)
Courseware
coursework, assistance, industry, doing, postgraduate coursework
CL20-02 (9)
Learning object
translation, sign, learn set, matriculate, traditionally
註：粗斜體字為主題類別標題，加底線字體表比較容易以人工判讀之類別標題詞；主題類別命名 部分則以參考 Computers & Education 期刊投稿論文主題架構、BJET期刊關鍵詞彙與 American Society for Training & Development (ASTD)之 e-learning glossary 進行人工解讀後給定主題類 別標題。
若將表 4-15 基於共現字主題歸類之主題樹架構，運用 CATAR 視覺化之功能，
以主題概念圖方式呈現，結果如圖 4-8 所示。圖 4-8 右側顯示 S4 所歸類之 20 個 主題分群 (cluster)結果，若經由高階歸類至 S5，將被合併歸納成 4 大類，結果 如圖 4-8 左側顯示 S5 所歸類之 4 個主題分群 (cluster)結果，其中 CL15, CL19 和 CL20 為離群主題(outlier)。
ALL_CW_S4- 20 clusters
Outlier:CL15、CL19、CL20 ALL_CW_S3-78 clusters
圖 4- 8 數位學習領域 SSCI 期刊文獻共現字歸類主題概念圖
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圖 4-8 顯示的圓圈，代表一群被歸類在一起的文件，圓圈的大小代表該群文 件的篇數多寡；如主題 CL01 含括了 843 篇文獻，圓圈的距離代表該群文件與另 一群文件的關聯強度，距離越短表示主題上的關聯性越高，而圓圈的顏色代表更 高階段的歸類結果。
由圖 4-8 顯示由共現字歸類的主題類別彼此關聯度極高，例如主題 CL01、
CL02、CL03、CL04、CL07、CL09 與 CL11 文件間的距離短，顯示其關聯強度 高，造成此一現象的原因係這些主題文章採用的關鍵字重複性高。換言之，對主 題歸類而言，基於共現字進行主題分析較不容易將主題歸類劃分清楚。
接下來分別就數位學習領域 SSCI 期刊文獻共現字主題歸類年代分佈、共現 字主題歸類國家排序，與共現字主題歸類作者排序結果進行說明。
壹、數位學習領域期刊文獻共現字主題歸類年代分佈
數位學習領域 SSCI 期刊文獻共現字各歸類主題之文章數量與年代分佈情形，
如表 4-17 所示。
表 4- 17 數位學習領域 SSCI 期刊文獻共現字主題歸類年代分佈
主題/年代 筆數 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 slp CL01 843 48 60 43 71 54 84 66 114 169 134 11.56 CL02 224 20 14 10 17 12 23 19 27 44 38 2.87
CL03 152 4 9 6 6 15 11 17 18 35 31 3.12
CL04 75 4 0 6 3 5 10 7 14 15 11 1.36
CL05 45 0 1 6 5 2 4 2 11 5 9 0.68
CL06 33 2 3 5 1 1 3 2 8 5 3 0.26
CL07 54 1 1 1 2 1 9 5 4 18 12 1.52
CL08 53 1 3 3 5 4 6 7 7 10 7 0.79
CL09 75 7 1 2 5 4 8 8 11 14 15 1.34
CL10 55 2 2 3 7 2 6 4 8 10 11 0.95
CL11 56 2 4 0 2 3 5 9 12 10 9 1.14
CL12 34 1 1 2 1 1 3 1 7 7 10 0.91
CL13 24 0 6 1 0 2 3 3 1 7 1 0.02
CL14 40 2 2 3 1 2 5 3 7 11 4 0.67
CL15 18 1 1 1 0 0 1 1 3 5 5 0.47
CL16 23 1 0 1 3 1 2 1 1 7 6 0.54
CL17 29 4 2 0 0 2 1 4 3 6 7 0.49
CL18 44 1 9 3 3 2 5 3 4 5 9 0.32
CL19 22 4 1 1 0 6 4 0 2 3 1 0
CL20 18 1 1 0 3 0 0 2 1 3 7 0.42
表 4-16 統計結果顯示，主題 CL01 有 843 篇、主題 CL02 有 224 篇、主題 CL03 有 152 篇。再由主題 CL01、CL02、CL03 文章數量成長分析結果觀察出，
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最多；英國則分別於 CL01、CL07、CL09、CL13、CL14 等主題類別之文章數量，
排序第二名；台灣則在 CL01、CL03、CL04、CL12、CL16、CL17、CL18、CL19 CL09 Hrastinski, S
4
CL13 Sarmany-schuller,
I Yang, M Magjuka, RJ Mccalla, G Sherk, KE Chan, SCH Rowland, F Weiss, RP Massa, LJ Wat, FKT
1 1 1 1 1 1 1 1 1 1
CL14 Solem, M Hudson, B
2 2
CL15 Constantinou, CP Jaen, JA Tutty, JI Liang, PF Garcia-beltran,
A Salomoni, V Amhag, L Fox, R Chen, DJ Horiuchi, S
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environment, web-based, instructional, distance, teacher；該主題類別發表文章篇數 最多的前三位作者分別為台灣的蔡今中(Tsai, CC)，發表 23 篇；台灣的陳德懷 (Chan, TW)，發表 7 篇；台灣的黃國禎(Hwang, GJ) ，發表 6 篇。
CL03 之 主題名 稱 為 e-learning system, material ； 代表 性的關 鍵詞彙 為 e-learning system, material, web-based learn, concept, user；發表文章篇數最多的前 三位作者分別為台灣的陳志銘(Chen, CM)，發表 6 篇；台灣的曾憲雄(Tseng, SS)，
本研究在參考 Computers & Education 期刊投稿論文主題架構、BJET 期刊關 鍵詞彙與 American Society for Training & Development (ASTD)之 e-learning glossary 進行人工解讀後，歸納出各主題類別之名稱，最後依據國家及作者生產 力排名所得之數位學習領域期刊文獻共現字主題歸類分析結果，如表 4-20 所示。
表 4- 20 數位學習領域期刊文獻共現字主題歸類分析結果
表 4- 20 數位學習領域期刊文獻共現字主題歸類分析結果