第五章 結論與建議
第二節 建議
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之學生。
（六）使用知識論壇（KF）學生皆顯著高於其他學生；而使用其他學習平台之 學生顯著優於無使用學習平台學生。
（七）每周平均使用平台時間 1~3 小時及 3 小時以上學生，在想法、自主學習者 及社群三因素之感知，顯著優於無使用平台時間以的學生；在想法因 素中，每周平均使用平台時間 3 小時以上學生，顯著優於使用平台時 間 1~3 小時的學生。
（八）偏好小組導引型的學生，在想法與社群因素中皆顯著優於喜好教師主導型 的學生；而在社群因素中，較喜歡契約型的學生，顯著優於喜好教師 主導型的學生。
（九）較喜好人際關係型及創意想像型的學生，在三個因素中皆顯著優於喜好閱 讀分析型的學生。
第二節 建議
總而論之，本研究所建構之「知識創新學習環境量表」具有良好的信度與效 度，為一有效可靠的測量工具，可用以評量環境中的知識創新學習情形。然而，
整體而言，本量表仍有再精進與改善之處。以下分述之，後續研究可針對此部分 加以探討。
一、本研究以北、中、南、東四區，進行公私立大學樣本之立意抽樣，雖然顧及 問卷施測對象之區域比例及公私立學校比例，但大多以通識課程及師培課程 進行施測，在研究結果的推論上可靠性恐有軒輊之餘，在後續相關研究中，
可擴大至不同之調查範圍，以使結論更加周延。
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二、Bagozzi 和 Yi（1988）採取較嚴格之標準，認為個別觀察變項的信度宜大於 .50，
本研究中的個別觀察變項的信度介於 .20 至 .61 之間，雖符合 Bentler 與 Wu（1993）、Jöreskog 與 Sörbom（1989）提出個別觀察變項信度的評鑑門 檻，但此實為一較寬鬆的標準。是以，如何改善量表以提升個別觀察變項的 信度，是值得思考的問題。
三、本研究之平均變異數抽取量（AVE）介於 .43 至 .50 間，雖符合參照文獻認 為平均變異抽取量至少需達 .25 標準（Hair et al., 2006），不過此為較寬鬆的 標準。然而，Fornell 與 Larcker（1981）、Bagozzi 及 Yi（1988）則建議潛在 變項的平均變異數抽取量最好能超過 .50。因此，如何修改量表以提升平均 變異數抽取量，是值得思考的部分。
四、「知識創新學習環境量表」之發展與建構程序尚稱完善，但並未考慮脈絡因 素對量表建構之影響 ，因此需進一步評估其測量不變性（measurement invariance），瞭解本量表是否適用不同脈絡因素（例如：性別、年級、課程 等），因為透過測量不變性的分析，可進一步透過量表測驗的分數是否會因 脈絡因素的變動而造成變化，加以釐清不同背景變項可能的影響力。
五、關於本研究相關變項之分析仍屬初步探索階段，建議後續研究能透過該問卷 進行相關變項之探討及分析，以發掘在知識創新學習環境中，是否有與不同 背景變項存在值得探究的議題。
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