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    题名: 工作-科技配合度擴充模式：以線上學習回饋為例
    作者: 黃和勤
    贡献者: 傅豐玲
    黃和勤
    关键词: 線上學習
    回饋功能
    工作-科技配合度
    日期: 2002
    上传时间: 2009-09-14 09:10:13 (UTC+8)
    摘要: 與傳統的學習環境相較，線上學習雖然減少了面對面的互動機會，但卻提供了更多其他方式的回饋功能，增加了更多的互動機會與回饋。文獻指出「有用」、「易用」、「回饋反應時間」及「回饋內容」會影響到學習者的學習情形。目前對工作-科技配合度的研究大多偏向軟體維護工作，本研究試圖修正及結合工作-科技配合度模式（Task-Technology Fit Model, TTF）與科技接受度模式（Technology Acceptance Model, TAM），來驗證：(1)配合度變項的存在並驗證配合度會正向影響使用；(2)找出合適的衡量線上學習回饋功能的構面；(3)七項回饋功能在四構面上的認知差異；(4)擴充及結合TTF與TAM二模式以驗證個人的「喜好」會正向影響其「使用」；(5)回饋功能四構面「有用」、「易用」、「回饋反應時間」及「回饋內容」分別會正向影響「喜好」。

    研究結果顯示：(1)只有四項回饋功能「線上傳訊/對談」、「郵寄助教」、「成績資訊」及「主題討論」中「工作-科技配合度」的存在是合適的且「工作-科技配合度」會正向影響個人的「使用」；(2)由信度、效度分析顯示「功能有用」、「功能易用」、「回饋反應時間」及「回饋內容」四構面合適用來衡量線上學習回饋功能；(3)七項回饋功能在四構面上有認知差異；(4)七項回饋功能的個人「喜好」均會正向影響其「使用」；(5)使用者認知「功能有用」會正向影響個人的「喜好」（七種功能都有）；「功能易用」會正向影響個人的「喜好」（課程討論、線上傳訊/對談、郵寄助教、平時測驗、成績資訊）；「回饋反應時間」會正向影響個人的「喜好」（課程討論、成績資訊）；「回饋內容」的正確與有效幫助會正向影響個人的「喜好」（七種功能都有）。
    參考文獻: 中文部份
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