A study on the Performance of K12 Digital School Learning Platform Based on the TTF Theory
康介瑋、許晉龍
E-mail: 9422448@mail.dyu.edu.tw
ABSTRACT
Along with the fast-growing usage of the Internet, on-line learning has become a new and popular way of learning. Recently, more and more people in Taiwan are learning via K12 digital school platform, an on-line learning platform. Issues about K12’s satisfaction and acceptance have been frequently researched, however, the issue about K12’s performance has received only little attention. Based on the TTF(task technology fit) theory, only a technology which is able to support a task can result in good
performance impacts. Grounded on the TTF theory, this study was aimed at exploring factors might cause impacts on performance and in the hope that the conclusions can shad some light on management decision making. The data were collected through survey and statistically analyzed. The results from the empirical study showed that self-directed learning and cooperative learning of task characteristic, and information richness and system function of technology characteristics have a positive influence on the task technology fit while the task technology fit also has a positive influence on the utilization. The task technology fit and utilization also have a positive influence on the performance, however, individual characteristics showed no positive influence on the task technology fit. This study has been emphasized on the fitness between task characteristics and technology characteristics and can provide a new direction for on-line learning management and operation.
Keywords : interent learning, TTF, K12 digital school
Table of Contents
目錄 封面內頁 簽名頁 授權書 iii 中文摘要 iv 英文摘要 v 誌謝 vi 目錄 vii 圖目錄 xi 表目錄 xiii 第一章 緒論 1.1 研究背景 1 1.2 研究動機 1 1.3 研究目的 2 1.4 研究的架構與流程 3 第二章 文獻探討 2.1 網路學習 5 2.1.1 數位學習的分類 5 2.1.2 數位學習 的發展 7 2.1.3 教師進修網路學習的現況 11 2.1.4 網路學習目前所遭遇到的困難 14 2.2 K12 數位學校 15 2.2.1 K12 數位學校 的成立 15 2.2.2 K12 數位學校的目標 16 2.2.3 K12 數位學校的現況 16 2.3 任務技術配適度理論 21 2.3.1 以使用為觀點的研 究 21 2.3.2 以配適度為觀點的研究 22 2.3.3 兩大理論的限制 22 2.3.4 科技績效鏈 23 2.3.5 任務技術配適度理論 24 2.3.6 任務 特質 26 2.3.7 技術特質 30 2.3.8 個人特質 34 2.4 個人認知風格 35 第三章 研究模型與假說 3.1 研究模型 38 3.2 研究變數 39 3.2.1 任務特質 39 3.2.2 技術特質 40 3.2.3 個人特質 41 3.2.4 使用意願 42 3.2.5 任務技術配適度 43 3.2.6 網路學習績效 44 3.3 研究問題與假說 44 3.3.1 任務、技術、個人特質與績效之關係 44 3.3.2 配適度與使用意願對績效之影響 45 第四章 研究方法 4.1 研究設計 46 4.1.1 研究目標 46 4.1.2 研究對象 46 4.1.3 研究工具 46 4.2 資料蒐集 49 4.2.1 資料蒐集程序 49 4.2.2 資料回收 情形 50 4.2.3 樣本資料描述 50 第五章 研究結果 5.1 量表驗證 55 5.1.1 信度分析 55 5.1.2 效度分析 56 5.2 研究構面分析 59 5.3 研究假設驗證 59 5.3.1 相關分析 59 5.3.2 複迴歸分析 61 第六章 結論與建議 6.1 研究發現與結論 66 6.2 研究貢獻 70 6.3 研究限制 70 6.4 未來研究方向 71 參考文獻 73 附錄一 研究問卷 82
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