本研究旨在探討網路信任問題，先從網路人類學研究方法開始，找出網路言論可信度的前置變數。根據質性研究結果，發現網站特質、發言人特質、言論內容為可能影響網路言論可信度之變數。並依據此結果進行初步的量化問卷調查，在380份有效樣本中找出明確的影響因素，再同時進行兩個實驗研究，以確認各主要變數間的關係。 研究發現，言論內容提供正面資訊或負面資訊、以及言論內容與發言網友之間熟識程度的交互作用將影響消費者對網路言論的信任程度；而產品特質之差異會干擾上述變數對網路言論信任的影響程度。 / In this research, we try to explore the determinants of online information trust and the relationships between information trust and product attitude. In Study 1, we explored the online information trust by a qualitative research method, Netnography, to understand and shape the basic rationale of the determinants of online information trust. Then we employed an empirical survey on consumers to examine the proposed determinants of online information trust. We ranked the relative trust levels of the determinants, and explored the moderating differences existing between experience goods and credence goods. In the last study, two experiments using 2 (message statements: positive vs. negative) × 2 (perceived social relationships: strong vs. weak) between group factorial design were conducted to examine the causal relations among determinants, online information trust, attitude, and purchase intention. The moderating effects of product categories were examined, too.

隨著時代的變遷，商業盛行，全世界的企業都很清楚了解到必須靈活運用經濟學的「比較利益法則」，才可以讓企業本身創造出成本極小化與利潤極大化的空間。美國密西根大學Ross Business School知名的教授C.K. Prahalad也提出「N＝1，R＝G」的觀念，證實了「全球化」在現今的確是一股讓我們不容忽視的力量與演進。 伴隨「全球化」而來的便是「在地化」所面臨的問題，這一點在過去傳統的實體產業中，國際企業已經對於在地化的策略有很深入的剖析與研究，但是由於時代的演進快速，現今商業市場最大，最具發展潛力的產業，儼然已經變成虛擬的網路資訊產業了。因此過去學者所研究的在地化策略是否在網路資訊產業中會有不同的地方？國際企業於在地化時，實體產業需要注意的地方會和虛擬的網路資訊產業相同或是相異？而網路資訊產業中的國際企業又應該如何制定在地化策略？針對國際企業的大舉入侵，本土產業是否有和抵抗其在地化的策略？這些問題在過去並無針對網路資訊產業做探討，因此本研究將以吳思華教授提出的策略三構面為研究架構基礎，針對網路資訊產業設計出新的研究架構與研究問題，研究問題分別為：（1）為了克服在地化的劣勢，國際企業如何爭取在地市場上的競爭力？（2）國際企業如何結合本身全球化的優勢與在地市場的競爭力？（3）國際企業達到全球在地化的關鍵成功因素為何？ 最後藉由次級資料的蒐集以及實地訪談在網路資訊產業中最具指標性的三家公司（Google、YAHOO!、愛情公寓）之一手資料，透過質性研究的方式，分析整理出以下研究結論，包括有在地市場環境的了解與掌握、網路位置的定位與連結整合在地資源、彈性策略、以及重新鍵結的在地策略…等。 / As time goes by, global commercial has been developed into a new stage. Businesses around the world now understand that the Law of Comparative Advantage must be used correctly to create the cost minimization and maximize their profits. Professor C.K. Prahalad, renowned professor in Ross Business School at the University of Michigan who developed a theory of “N=1, R=G”, restated that “Globalization” is indeed an invincible force in the new age. The topic of “Globalization” comes with the issue of “Localization”. In the past, localization business strategy has been analyzed and studied in depth for the traditional industry. Due to the rapid evolution of global business, the greatest business opportunities now lie in the virtual world of information and internet. Now the question is, are there any differences in the localization strategy of the traditional business and those of the information and internet industry? When traditional international enterprises develop their localization strategy, is it any different than the localization strategy of international information and internet businesses? How do international enterprises develop localization strategy in information and internet industry? How do local companies develop their best strategies to fight against the penetration of international enterprises? These issues are not discussed in depth in the information and internet industry in the past. This study is based on the Professor Wu’s theory, “Three dimensions of strategy”. This is redesigned in a new structure and, additionally, a set of innovative research questions. The research questions are: (1) In order to overcome the disadvantages in local market, how does international enterprise develop business strategies to gain the competitive advantages in a new market? (2) How do international enterprises combine their global competitive advantages with the special local market condition? (3) What are the key successful factors of “glocalization” for international enterprise? With the second-hand data collecting, and the first-hand information gathering by interviewing three representative companies (Google, YAHOO!, iPart) in information and internet industry, I developed the research conclusions through the qualitative research method which include the understanding and overall control of international enterprises in local market, the right positioning of the international enterprises in the internet and information industry, the integration of the global advantages and the local resources, flexible international business strategy, and recontextualization of local strategy…etc.

網路盛行與科技創新帶動一條嶄新的教育改革管道，提供多感官、多面向的學習情境，運用網路作為媒介、擷取學習資訊的數位學習模式應運而生。數位學習充分利用現代資訊科技、打造全新溝通機制與豐富資源的學習環境；不僅改變傳統教學中教師的功用和師生間關係，也帶來資訊尋求行為的變遷。而圖書館充分瞭解使用者的資訊需求與資訊尋求行為，將有助於建置更完善的服務體系，落實以使用者為導向的服務理念。而成功的數位學習需要學習環境與資訊資源相結合，圖書館作為學習支援的重要環節，必須重新檢視其角色扮演與定位。 本研究旨在辨識分析數位學習者的資訊需求與資訊尋求行為，探討其對於圖書館的認知與需求；進一步分析數位學習者的學習經驗與特質，作為數位學習資源整合與圖書館規劃資訊服務之參考依據，進一步擘化校方、老師與圖書館之合作途徑。在研究方法上首先採「文獻分析法」進行研究主題相關國內外文獻之蒐集與分析，而後運用質化的「深度訪談法」與量化之「問卷調查法」，以參與政治大學遠距學習課程之學生為研究對象進行研究，瞭解其資訊尋求行為並針對圖書館對於數位學習所能提供的資訊服務進行深入探討與分析。 □ 研究結果發現數位學習者對數位學習模式持正面態度，但面對龐雜之數位資源而擔憂個人資訊素養能力之不足，總結學習者展現下述特質：(1)為高度網路使用族群，資訊科技接受度高，並對電腦與網路能力具備高度信心；(2)善於分配時間，建構自我導向的學習歷程； (3) 樂於分享學習成果、主動參與學習社群；(4)具高度學習理解力、批判性思維能力；(5)善用各式資源。 數位學習帶來資訊尋求行為的變遷，學習者高度仰賴數位化資源，並習慣從網路出發，查找資訊；線上使用圖書館網站的頻率顯著增加，並遠高於實際到館的頻率。在資訊需求與資訊尋求管道上：(1) 數位學習者產生資訊需求之主因是課業活動、互動討論；(2)數位學習者仰賴的學習資源依序為搜尋引擎與網路資源、課程網頁、學習社群資源分享、圖書館；(3)搜尋引擎與分類目錄是數位學習者為建立對一主題背景資料時優先選擇的管道；(4)面對學術上的問題，學習者最常使用與信任的管道為圖書館；(5)課程網頁彙整豐沛的學習資源，是學生尋求資訊的起點；(6)透過互動討論與議題探討，暢通資訊尋求與知識分享的管道。 大學圖書館資源的豐富性、權威性與精確性對於學習者仍至為重要，學習者期望圖書館能提供更多的學習支援：(1)整合數位學習資源，包括數位教材、數位教師指定參考書與網路課程作連結；(2)提供全文資料庫與電子書、數位化多媒體視聽資料；(3)與老師合作發展數位學習課程或製作與課程主題資源導引；(4)提供數位參考服務；(5)協助數位學習者管理個人相關的資訊，存取個人學習歷程以及學習資源；(6)設計不同層次資訊素養教育課程；(7)建置校園學術資源典藏庫與數位圖書館；(8)參與互動討論以協助學習社群的建立與經營。 □ 本研究建議：(1)大學圖書館應重視支援教學服務之必要性，參與數位學習策略之規劃，與相關教學單位建立合作關係；(2) 大學圖書館員需主動出擊，提升對數位學習的認知，培養學科館員，打造專業團隊，與教師合作教學，協助整合教學資源並參與學習社群之推動，設計資訊素養融入專業學科之課程；(3)大學圖書館應持續研究數位學習者資訊尋求行為模式與資訊素養能力，以提升資訊服務品質，暢通行銷管道，；(4)大學校院應積極發展數位學習強化學習品質，提供學習者及教學者數位學習服務，並實施教學與服務評鑑，作為改進數位學習系統之參考，並協助教師建設數位教材資源庫；(5) 大學校院應整合校園資訊服務入口與課程管理系統，進一步提供個人化的服務機制；(6)數位學習教學者應提升資訊素養能力，擬定完善的學習活動設計與教學運用策略，強化課程網頁學習資源的建置與維護，落實學習社群的互動與經營。 / The internet and technological innovation brought a brand-new educational reform, resulting a multi-dimensional learning atmosphere. E-learning apply modern information technology, and builds a learning environment of abundant internet resources. Not only did e-learning change traditional teaching methods and teacher-student relationships, but also brought changes to the information seeking behavior of e-learners. Only when libraries thoroughly understand the users’ information needs and behavior, can they provide a better information services, therefore fulfilling the ideal of user-oriented services. Successful e-learning requires the synergy of the learning environment and information resources. Being the vital link to learning support, library must reexamine its position and role played. The purpose of this study is to analyze the e-learners’ information needs and information seeking behavior, and further analyzing the e-learner’s learning experience and characteristics, providing guidelines for the integrated resources and the library’s information service planning, further promoting collaboration among the university, teachers and the library.Using the in-depth interview and the survey questionnaire for the students participating in distance learning courses at National Chengchi University. The study found e-learners had demonstrated the following characteristics: (1) e-learners are frequent internet user community, with high level of acceptance over information technology and possess great self-confidence concerning their computer and internet skills; (2) apt in time management and build their own self-oriented learning progress; (3) tend to gladly share with others and participate actively in the learning community; (4) possess high level of learning comprehensiveness and abilities for critical thought; (5) make good use of all kinds of resources. E-learning has brought changes to the information seeking behaviors, in which learners rely greatly on digitalized resources, and depend on the internet to start off for information search. The frequency of online usage of library websites has increased remarkably, and it has surpassed the frequency of physical library visits. In regard to the channel of information needs and information seeking: (1) the main reason why e-learners come up with information needs is due to learning activities and course discussions; (2) the learning resources which e-learners most rely on are search engines and internet resources, course website, learning community resource sharing, and the library; (3) search engines and subject directory are the first channels e-learners use to establish background information on a given topic; (4) when encountering academic problems, the library becomes e-learners’ most often used and trusted channel; (5) the course website is organized with abundant learning resources, becoming the starting point for students’ information seeking; (6) course interaction and topic discussion facilitate the information retrieving and knowledge sharing. The abundance of resources, authoritativeness and precision in academic libraries are still very important to the e-learners, who expects the library to provide the following learning supports: (1) Integrating e-learning resources, including digital course materials, instructors’ reserves and links to online courses; (2) providing with the full text of database and e-books, and digitalized multimedia audio information; (3) working with teachers to develop an e-learning course or produce informational guidance to the courses; (4) providing digital reference services; (5) assisting e-learners in managing related information of their own, saving their portfolio and learning resources into the system; (6) designing information literacy courses for different levels; (7) establishing a institutional repository and digital library; (8) participating in interactive discussions to assist in the establishment and operation of a learning community. The suggestions include: (1) academic libraries should stress on the importance of teaching service, participate in the planning of e-learning strategies, establish team work with related education units; (2) academic librarians need to reach ahead and increase e-learning knowledge, train department members, forge a professional team, work with teachers on teaching, help integrate teaching resources and participate in the facilitation of the learning community, design courses for information literacy to fit into professional subjects; (3) academic libraries should constantly research on the e-learners’ information seeking behavior model and information literacy ability to elevate the quality of information service, and effectuate the marketing channel; (4) University should actively develop e-learning to strengthen the learning quality, provide learners and educators with e-learning services, and implement teaching and service evaluation as to improve references for the e-learning system, and help teachers set up a learning objects database; (5) University should combine campus information service access and course management system, further provide personalized service mechanisms; (6) e-learning educators ought to promote the information literacy ability, formulate learning and teaching strategies, strengthen the establishment and preservation of the course websites’ learning resources, facilitate the interaction of the learning community.

本研究旨在探討數位時代教學資源網站的意義與內涵，以及瞭解國小教師教學需求與網路資訊搜尋行為，並進一步探討國小教師對「教育部數位教學資源入口網」的使用與接受度情形，最後對「教育部數位教學資源入口網」提出改善建議。 本研究採訪談法與問卷調查法，以桃園縣立國民小學正式教師為母群體，選取10位經常使用「教育部數位教學資源入口網」的教師，進行訪談研究，將訪談的結果，配合相關文獻與問卷調查結果，作交互分析討論。另外，採分層隨機抽樣方式，針對桃園縣60所學校、564位教師進行問卷調查研究，回收有效問卷數509 份，佔總樣本數之90.2％。所得資料輸入電腦後，利用SPSS統計套裝軟體進行資料分析，統計方法包括描述統計、t考驗、卡方考驗、單因子變異數分析等。透過訪談法的質性探討與問卷調查法的量化數值分析，本研究可歸納出以下結論： 一、國小教師教學強烈需要豐富的教學資源與提升資訊素養 二、國小教師因教學工作上的需求，產生網路資訊搜尋行為 三、只有半數的國小教師使用過「教育部數位教學資源入口網」，整體的使用率不高 四、「瞭解程度不足」、「時間因素」以及「使用習慣」是影響國小教師未曾使用過「教育部數位教學資源入口網」的主要原因 五、國小教師使用「教育部數位教學資源入口網」最主要是為了快速取得教學資源 六、除了「教學資源」之外，國小教師很少使用「教育部數位教學資源入口網」所提供的內容、功能與服務 七、國小教師對「教育部數位教學資源入口網」的接受度屬中上程度 八、「教育部數位教學資源入口網」對國小教師的教學工作有幫助 九、有年齡等六個不同變項對於教師是否使用過「教育部數位教學資源入口網」有顯著差異 十、有性別等八個不同變項在教師對「教育部數位教學資源入口網」的接受度上有顯著差異 十一、「有用認知」、「易用認知」、「使用滿意度」及「使用意願」之間存在顯著正相關 十二、「有用認知」、「易用認知」、「使用滿意度」及「使用意願」之間具有顯著預測作用