系統品質、認知有用性、認知易用性及教學效能關聯性之研究-以教育部數位學習服務平台線上課程為例

A Study of the Relationships among System Quality, Perceived Usefulness, Perceived Ease of Use and Teaching Effectiveness- with an Example of the Online Courses provided by E-Learning Service Center at Ministry of Education

林怡伶(I-ling Lin)

指導教授 ： 何俐安

淡江大學/教育學院/教育科技學系碩士在職專班/碩士(2014年)

https://doi.org/10.6846/TKU.2014.00327

摘要

本研究旨在瞭解基隆市國小教師以「教育部數位學習服務平台」參與線上研習之「認知有用性」及「認知易用性」，及其與教師「教學效能」間的現況與相關性，並探討該學習平台之「系統品質」、「資訊品質」及「服務品質」對教師之科技接受程度與教師教學效能之影響。本研究以基隆巿曾經參與教育部數位學習平台上之線上研習的國小教師為研究對象(N=294)，進行問卷調查法，回收問卷數據以描述統計、Pearson相關、迴歸等方式進行統計分析與討論。本研究結果主要如下：
一、基隆市國小教師在線上研習系統品質感受現況佳，以「資訊品質」之感受現況最佳。
二、基隆市國小教師在線上研習之「認知有用性」和「認知易用性」感受現況佳，「認知易用性」優於「認知有用性」。
三、基隆市國小教師在教學效能現況佳，並且對「營造友善學習氣氛」感受現況最佳。
四、線上研習系統品質整體及各向度與認知有用性及易用性均達顯著正相關。
五、線上研習系統品質整體及各向度與教學效能各向度均達顯著正相關。
六、認知有用性、認知易用性，與教學效能各向度均達顯著正相關。
七、線上研習系統品質之「資訊品質」、「系統品質」可以有效預測認知易用性與有用性，以「資訊品質」有最大的預測力。
八、線上研習系統品質之「資訊品質」、「系統品質」對教學效能各向度具有顯著正向預測力，尤其對「教學計畫與準備」具有最大之預測力。
九、線上研習系統品質之「服務品質」對認知有用性、認知易用性和教學效能各向度皆不具有顯著預測力。
十、「認知有用性」、「認知易用性」對教學效能各向度具有顯著正向預測力，尤其「認知易用性」對「教學計畫與準備」具有最大之預測力。

關鍵字

教育部數位學習服務平台 ； 線上研習 ； 系統品質 ； 教學效能 ； 科技接受模式

並列摘要

The purpose of this study is to understand the current status and relationships among “system quality”, “perceived usefulness”, “perceived ease of use” and “teaching effectiveness” of elementary school teachers in Keelung City that have taken the online courses provided by E-Learning Service Center at Ministry of Education, with an emphasis on the influences on users who adopted the mentioned system. This is a survey research and a questionnaire was used to collect data. The questionnaires were distributed to the elementary school teachers in Keelung City with a total of 294 valid returns. Collected data were analyzed using descriptive statistic, Pearson correlation, and regression analysis. The major findings are summarized as follows:
1. Elementary school teachers in Keelung City percept well on system quality of the E-Learning Service Center at Ministry of Education, among which “information quality” is the most perceptive.
2. Elementary school teachers in Keelung City percept well on system perceived usefulness and perceived ease of use, providing the percept of "perceived ease of use" is better than "perceived usefulness".
3. Elementary school teachers in Keelung City percept well on teaching effectiveness, the most satisfactory is "creating friendly learning atmosphere".
4. The system quality of the E-Learning Service Center at Ministry of Education and "perceived usefulness”, "perceived ease of use" have showed a positive significant correlation.
5. The system quality of the E-Learning Service Center at Ministry of Education and teaching effectiveness have shown a positive significant correlation.
6. The system "perceived usefulness" , "perceived ease of use" and "teaching effectiveness" have showed a positive significant correlation.
7. The "system quality" and "information quality" of the E-Learning Service Center at Ministry of Education effectively predict the "perceived usefulness" and "perceived ease of use”, among which, “information quality” has the greatest influence.
8. The system quality and information quality of the E-Learning Service Center at Ministry of Education effectively predict teachers’ teaching effectiveness. Especially "Teaching plan and preparation" have the greatest influence.
9. The service quality of the E-Learning Service Center at Ministry of Education has no significant influence on “perceived usefulness”, "perceived ease of use" and "teaching effectiveness".
10. The system "perceived usefulness" and "perceived ease of use" can effectively predict teachers’ teaching effectiveness. Especially "perceived ease of use" for "Teaching plan and preparation" have the greatest influence.

並列關鍵字

E-Learning Service Center at Ministry of Education ； E-learning ； system quality ； teaching effectiveness ； Technology Acceptance Model (TAM)

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