科技發展過程當中，無可避免的形成數位落差，數位落差過高的 族群，在社會上會越趨於弱勢。政府為縮減數位落差，推出許多政策 執行，其中一項便是在偏鄉地區設置數位機會中心，並且結合各部會 和民間資源，運用數位機會中心提升當地民眾資訊素養，給予較弱勢 的社區及居民公平的數位機會，提升競爭力。 數位機會中心設置的單位，共有7 種類型，學校、教會及廟宇、 社區、鄉公所、圖書館、社教站、其他。宜蘭縣所設置的數位機會中 心有學校、教會、社區、圖書館等4 種。 本研究以宜蘭縣所設置的9 個數位機會中心為對象，試著從實地 訪查及深度訪談的方法，探討不同的單位在經營數位機會中心時其經 營型態有何不同，以及在經營上是否有遭遇困難之處。 研究發現，不同的數位機會中心因設置單位的不同會產生不同的 經營型態，其經營的成果與主事者有相當大的關係。在經營的困難除 了人力及經費之外，上級的支持及當地居民學習的意願也佔了重要的 因素。 數位機會中心的設立，提供了偏鄉地區許多民眾學習資訊科技的 機會，本研究提供提出簡化數位機會中心目標設定及檢討數位機會中 心業務方向作為建議，期能對於政府在縮減數位落差政策施行上有所 助益。 / Digital divide is inevitable in the process of technology development. However, people suffering from large digital divide may become more disadvantaged in the society. In order to minimize digital divide, the government has launched numerous programs, one of which is to establish Digital Opportunity Centers in remote areas and integrate public and civil resources to enhance the digital literacy of local people, provide them an equal access to digital opportunities, and improve their competitiveness in the society. Digital Opportunity Centers are established in seven types of organizations, including school, church and temple, community, township office, library, social education station, and others. In Yilan County, Digital Opportunity Centers are mainly established in schools, churches, communities, and libraries. This study focused on nine Digital Opportunity Centers in Yilan County. Through field survey and in-depth interview, this study attempted to explore whether the operating model of Digital Opportunity Centers varied by organization as well as the difficulties encountered in operating the centers. Results showed that the operating model of Digital Opportunity Centers varied by organization, and the performance of the centers largely depended on managers of the organization. In addition to labor and funding, executive support and local residents’ willingness to learn were the main difficulties encountered in operation of the centers. Digital Opportunity Centers have offered many people living in remote areas an opportunity to learn information technology. Based on research results, this study suggested that the authority concerned simplify the objectives of Digital Opportunity Centers and reexamine their functions to enhance the effectiveness of this program.

本文從文獻探討中，歸納出DOC(Digital Opportunity Center)經營的關鍵五個面向：學習成效、規模效率、人際互動、文化感受、促進經濟，分析大武DOC、北源DOC經營成效和經營瓶頸。再從經營瓶頸檢視社會企業可以帶給大武DOC、北源DOC的協助和資源有哪些。並從策略聯盟的相關文獻，討論社會企業與學習型DOC策略聯盟的可能模式，和可能需要注意的地方。 研究發現大武DOC與北源DOC的發展歷程中，目前最能展現成果的，就是學習成效的部分。藉由學習成效，再帶出人際互動、促進經濟等提項。也因為「在地經濟-數位落差-經營效率」的循環，當社會企業資源介入輔助大武DOC與北源DOC的經濟面經營時，學習成效、人際互動、文化感受力就提升了，隨著以上這些面向的提升，規模效率自然就會提升。 社會企業與學習型DOC策略聯盟的可能模式為異業、配銷、互補行銷型的模式。以誠食社會企業為例，在成本方面可減低行銷和架設、照護網路商務平台或其他通路的成本；資源方面則可透過誠食社會企業的曝光度，加強社區與地方特色農產的知名度；資訊科技、知識方面藉由有機栽種技術的交流，創造不一樣的精緻農業；形象方面可以從消費者對誠食社會企業的信任，增加地方特色農產品品質良好的形象；形成優勢的面向則是學習型DOC不管是在誠食社會企業的品牌下，有一定的價格保障和通路合作模式。 合作成功的關鍵因素為溝通行為、聯盟管理方式、創新價值與市場導向。其中最基礎也最關鍵的，在誠食社會企業經營社區型社會企業、大武、北源學習型DOC經營、與教育部執行DOC過程中，是「溝通行為」。 / This article summarizes the five key points for managing the Digital Opportunity Center：learning effectiveness, scale efficiency, social interaction, cultural experience, and economic promotion. These are then used to analyze Dawu and Běi yuán Digital Opportunity Center management. This research found that Dawu and Běi yuán Digital Opportunity Center’s earning effectiveness is the most important key point amongst these five. The Digital Opportunity Center can increase human interaction, and promote economic and other mentioned items by raising the learning effectiveness. Furthermore, when human interaction, and economic promotion are rising up, the scale efficiency will also improve. The model of Social Enterprise and DOC strategic alliance can help DOC marketing with their local products. The key point of Social Enterprise and DOC strategic alliance is Communication behavior.