Evaluating the E-Learning Platform from the Perspective of Knowledge Management: The AHP Approach

由知識管理觀點評估E-learning教學平台成效：層級分析法

吳怡瑾(I-Chin Wu) ； 陳文珊(Wen-Shan Chen)

《圖書資訊學刊》 11卷1期 (2013/06) Pp. 1-24

https://doi.org/10.6182/jlis.2013.11(1).001

摘要

各式的線上學習平台在過去十年間相繼以同步或是非同步的形式出現，其目的為協助學生改善學習的效率及提昇學習滿意度。不同於傳統面對面的教學模式，線上教學平台提供教師可以在任何時間或是任何地點與學生們進行討論及溝通；此外，可提昇教材充份的被重複利用的機會。為瞭解學生是否充份使用學習平台的資源並且瞭解其實際的學習成效，本研究選擇在輔仁大學校內被廣泛使用的教學平台－iCan，作為本研究調查對象。研究方法上使用知名與成熟的多目標決策分析方法－層級分析法（Analytic Hierarchy Process, AHP）以評估教學平台與相關功能的成效。研究首先採用腦力激盪法並基於學習者觀點設計層級分析法問卷，研究問卷架構考慮三項評估構面，其分別為個人學習（individual learning）、群組學習（group sharing）及學習成效（learning performance）。三個評估構面並分別包含四個評估項目與相關描述，最後透過這十二個項目評估教學平台中主要的五個功能，即所謂的實踐實務。研究並基於不同課程型態，透過層級分析法問卷以瞭解使用者預期線上學習平台提供的幫助，並進而分析線上學習平台各功能是否可支援不同課程型態之學習活動。研究預期透過該實證研究可以提供教師有效利用線上學習平台設計課程並提昇學生學習效率與滿意度。

關鍵字

層級分析法 ； 數位學習平台 ； 知識管理功能 ； 使用者觀點

並列摘要

A growing number of higher education institutions have adopted asynchronous and synchronous Web-based learning platforms to improve students' learning efficiency and increase learning satisfaction in the past decade. Unlike traditional face-to-face learning methods, e-learning platforms allow teachers to communicate with students and discuss course content anytime or anywhere. In addition, the teaching material can be reused via the e-learning platforms. To understand how students use e-learning platforms and what the implications are, we conducted an empirical study of the iCAN e-learning platform, which has been widely used in Fu-Jen Catholic University since 2005. We use the Analytic Hierarchy Process (AHP), a well-known multi-criteria evaluation approach, to compare five practices, i.e. the functions of the iCAN teaching platform. We adopted a brainstorming approach to design a questionnaire to measure learners' perception of the e-learning platform based on the theory of knowledge transforming process in knowledge management. Accordingly, the model considers functioning and objectivity in terms of the following three attributes of learning effectiveness: individual learning, group sharing and learning performance. Twelve criteria with twelve evaluation items were used to investigate the effectiveness of the five practices. We also evaluated the strengths and weaknesses of the functions based on the types of courses in the iCan platform. We expect that the empirical evaluation results will provide teachers with suggestions and guidelines for using the e-learning platform effectively to facilitate their teaching activities and promote students' learning efficiency and satisfaction.

並列關鍵字

Analytic Hierarchy Process ； E-learning Platform ； Knowledge Management Functions ； User's Perception

參考文獻

Beckman, M. (1990). Collaborative learning: Preparation for the workplace and democracy. College Teaching, 38(4), 128-133. doi: 10.10 80/87567555.1990.10532425

Brown, J., & Duguid, P. (1998). Organizing knowledge. California Management Review, 40(3), 90-111. doi: 10.2307/41165945

Chao, R. J., & Chen, Y. H. (2009). Evaluation of the criteria and effectiveness of distance e-learning with consistent fuzzy preference relations. Expert Systems with Applications, 36, 10657-10662. doi: 10.1016/j.eswa.2009.02.047

Colace, F., & De Santo, M. (2011). Evaluation models for e-learning platforms and the AHP approach: A case study. The IPSI BGD Transactions on Internet Research, 7(1), 31-43

Davenport, T. H., & Prusak, L. (1998). Working knowledge: How organizations manage what they know. Boston, MA: Harvard Business School Press.