以科技接受模式探討Moodle系統運用於高中職教師教學之研究

A Study on the Application of Moodle for Senior High School Teachers-Based on Technology Acceptance Modle

簡文益(Wen-Yi Chien)

指導教授 ： 林志忠

國立暨南國際大學/教育學院/課程教學與科技研究所/碩士(2011年)

https://doi.org/10.6837/NCNU.2011.00061

摘要

本研究以Moodle系統運用於高中職教師教學之情形為主題，整個研究主要以科技接受模式（Technology Acceptance Model, TAM）為基礎，將高中職教師對Moodle系統教學之運用，區分為「認知有用性」、「認知易用性」、「使用態度」與「使用意向」。從中探討國內高中職教師對Moodle系統之整體運用態度，以及教師不同基本變項對Moodle系統運用於教學之意見，同時還驗證科技接受模式運用在高中職教師對Moodle系統之情形。最後再將相關研究發現，提供國內各校及教育機關，特別是高中職學校在導入和推動Moodle系統之參考。 本研究從國內15所建置Moodle系統高中職學校，且較常使用之309位教師為研究樣本，採問卷調查法調查上述研究問題，並經過結構方程式模式之驗證提出以下幾點結論： 一、學校Moodle系統具有穩定傳遞速度，惟仍有部份未與校務系統整合。 二、學校多數設有行政技術支援單位或指派諮詢老師，同時安排教師相關研習。 三、學校雖使用Moodle系統進行教學安排，但多數未明訂使用獎勵辦法。 四、高中職教師對Moodle系統之「認知有用性」認知高於易用性、使用態度和意向。 五、高中職教師在Moodle之系統和教學與學習管理面向反應高於課程教學活動面向。 六、不同個人基本變項之高中職教師，對Moodle系統之「使用態度」和「使用意向」有較大的差距表現。 七、研究發現對於高中職教師使用Moodle系統之使用意向影響最大因素是「使用態度」，其次為「認知易用性」，第三則為「認知有用性」。若以教師不同基本變項來分析，女性教師和國文、英語教師部份在「使用態度」之影響更強烈，而數學和資訊教師則在「使用態度」之影響較弱。

關鍵字

Moodle系統 ； 科技接受模式 ； 高中職

並列摘要

This study has focused on the application of Moodle for senior high school teachers. The basic frame of this study is Technology Acceptance Model(TAM) and this study divides the application of Moodle into four parts, such as “Perceived Usefulness”, “Perceived Ease of Use”, “Attitude Toward Use”, “Intension to Use”. With these points, the study discusses the attitude of the senior high school teachers who use the Moodle in their teaching in Taiwan and the different basic variables of teachers for their comments with Moodle used in their teaching. At the same time, this study also tests the working between Technology Acceptance Model and Moodle. Finally, the outcomes of this study can provide the suggestions for schools and educational institutions, especially the lead-in and promotion of Moodle in senior high schools.
This study picks up 309 teachers who often use the Moodle as the research samples from fifteen senior high schools with Moodle in Taiwan. This study investigates the research topic above by questionnaire survey and gets some following conclusions through the test of structural equation modeling:
1. Moodle has a stable sending speed, but in another part it can’t integrate with school affairs closely.
2. Most of schools have some sections and advisors to help the administration, and arrange the related conferences for teachers.
3. Most of the schools use Moodle in their teaching with unclear bonus.
4. The senior high school teachers are more cognitive in “Perceived Usefulness” than “Perceived Ease of Use”, “Attitude Toward Use” and “Intension to Use”.
5. The senior high school teachers have more responses in systems, teaching and learning management than in action of teaching and learning of Moodle.
6. There is a bigger distance in “Attitude Toward Use” and “Intension to Use” with Moodle between high school teachers who have different personal basic variables.
7. This study points out that the reasons which affect the senior high school teachers’ intentions to use Moodle, mostly to lastly is “Attitude Toward Use”, “Perceived Ease of Use” and“Perceived Usefulness”. When using the different basic variables of teachers to do an analysis, the female teachers and Chinese and English teachers are more active in “Attitude Toward Use”, Math and Computer Science teachers are inactive in “Attitude Toward Use”.

並列關鍵字

Moodle ； Technology Acceptance Model ； senior high school

參考文獻

洪新原、梁定澎、張嘉銘(2005)。科技接受模式之彙總研究。資訊管理學報，12(4)，211-234。

中文部份

王天舟(2008)。數位學習平台的比較。2008年10月15日，取自http://74.125.153.132/searchq=cache:Y2vgR0lxqzUJ:noc.twaren.net/noc_2008/Download/download_file.php

王本立(2010)。基於Moodle之遠距嵌入式系統課程學習平台。明志科技大學電子工程研究所碩士論文，未出版，台北縣。

王志華(2008)。在 Moodle學習管理系統上的註解與學習歷程模組。國立交通大學資訊科學與工程研究所碩士論文，未出版，新竹市。