以計畫行為理論探討數位轉型下數位文化對於教師學習意願與能力影響之研究-以某數位學習管理平台為例

在新型冠狀病毒(COVID-19)的影響下，許多國家要求學校停課以阻止病毒的傳播，使得教育科技工具被大規模採用，加速了教育中數位轉型的發展。學校在進行數位轉型時需要提升教師的數位能力，而要如何發展適合數位轉型之組織文化以培養教師的數位能力，則變得相當重要。因此本研究旨在探討學校進行數位轉型下，數位文化對教師學習數位能力意願之影響，以數位文化作為外部變項，透過計畫行為理論來深入探討影響學習意願之因素，也進一步探討學習意願對於教師實際具備數位能力之影響。本研究採用問卷調查法，以立意抽樣方式，針對有使用數位學習管理平台進行教學與增能學習之教師為研究對象進行分析，有效樣本 340 份。統計分析以 SPSS 軟體進行敘述性統計分析、項目分析、探索性因素分析、信度分析、獨立樣本 t 檢定及變異數分析，並以 SmartPLS 軟體進行偏最小平方法結構方程模型(PLS-SEM)分析。研究結果發現:(1)數位文化會正向影響計畫行為理論中的學習態度、主觀規範與知覺行為控制。(2)計畫行為理論中的學習態度與知覺行為控制正向影響學習意願，但主觀規範不顯著影響學習意願。(3)學習意願正向影響數位能力。(4)學習意願與數位能力皆不因為教師之性別、年齡、任教科目而有所差異。本研究根據結果提出建議，認為應強化學校中的數位文化，以提升教師對於學習數位能力的意願，並進而提升教師在數位轉型上之能力，相關研究結果可供學校單位，以及後續研究作為參考。

關鍵字

數位轉型；數位文化；計畫行為理論；教師數位能力

並列摘要

The closure schools due to COVID-19 has made educational technology tools widely used and accelerated the development of digital transformation in education. Under the trend of digital transformation, teachers' digital abilities need to be improved. And it is important that how to develop an organizational culture suitable for digital transformation to cultivate teachers' digital abilities. This research aims to explore the impact of digital culture in schools on teachers’ intention to learn digital abilities, taking digital culture as an external variable, and in-depth exploration of factors that affect learning intention through the Theory of Planned Behavior (TPB). And further explore the influence of learning intention on teachers' digital ability. Purposive sampling method was used in questionnaire survey, online questionnaires were distributed to the teachers who use the learning management system for teaching and empowerment, and 340 valid questionnaires were collected. SPSS was used to conduct item analysis, exploratory factor analysis (EFA), reliability analysis, descriptive statistics analysis, independent-samples t test, and analysis of variance. The partial least squares structural equation modeling (PLS-SEM) analysis was carried out by SmartPLS. The results of this study shows that: (1) Digital culture has significant influences on learning attitude, subjective norm and perceived behavioral control. (2) Both learning attitude and perceived behavioral control have significant influence on learning intention, but subjective norm hasn’t significant influences on learning intention. (3) Learning intention significant influence on the ability of digital transformation. (4) Neither learning intention nor the digital ability vary by gender, age, and subject. According to the results, suggests that the digital culture in schools should be strengthened to enhance teachers' intention to learn digital abilities, and further enhance teachers' ability in digital transformation. The results of the study can be referenced by schools and follow-up researchers.