在科技時代資訊發展快速,教育模式結構不斷創新改變,教學不再局限實體教材與面對面的模式,由於教育環境面臨重大變革,教師專業發展已成為社會關注的焦點。本研究主要是結合DeLone和McLean所提出的資訊系統成功模式與Ajzen所提出計畫行為理論,探討國中教師使用教育部數位學習平台之使用意願、滿意度對教師知能之影響。本研究透過紙本問卷收集資料。總計收回問卷245份,其中有效問卷200份,無效問卷45份,有效回收率達81.6 %。本研究結果顯示「系統品質」、「主觀規範」、「使用者滿意度」,對數位學習服務平台的「使用意願」有顯著的影響;且「系統品質」、「資訊品質」、「服務品質」,對數位學習服務平台「使用者滿意度」有顯著之影響;數位學習平台的使用意願及使用者滿意度對「淨利益」有顯著的影響。根據研究發現與結論,提出建議供相關單位推動教師數位學習之參考。 關鍵詞:數位學習、資訊系統成功模式、計畫行為理論、教師專業發展
Due to the rapid development of information technology, teaching and learning models have undergone significant changes. Internet based e-learning systems can help educational programs across borders of time and space and Teaching and learning are no longer limited to traditional face to face teaching/leaning activities and provides a great way to remove drawbacks that are inherent in traditional classroom learning. The present study aims to investigate factors influencing teachers' acceptance of e-learning system in terms of the information systems success model and the theory of planned behavior. A theoretical model was derived based upon previous studies and two theories, and ten hypotheses were proposed to examine the relationships between factors. Survey method was employed for collecting data from 245 teachers who taught in junior high schools in Yunlin County. The response from samples totaled 200, for an overall response rate of 81.6%. Research results are stated as follows. First, system quality, subjective norms, and user satisfaction have significant effects on usage intention of e-learning system. Second, system quality, information quality, and satisfaction quality have significant effects on user satisfaction of e-learning system. Third, usage intention and user satisfaction have signification effects on net benefit. Suggestions and implications for research and management are discussed. Keywords: e-learning, information systems success model, the theory of planned behavior, professional development of teachers