The purpose of this study was to analyze the use of a course management system in relation to faculty characteristics and instructional environments at a rural community college in California. The use of the course management system, Blackboard, was the technology studied. This study used a nonexperimental quantitative ex post facto research design to analyze the use of Blackboard at all classes in fall semester 2008. This study used 10 faculty characteristics and five instructional environment conditions as the independent variables and the basis for analyses. The 10 faculty characteristics were age, gender, highest degree earned, discipline, number of faculty teaching in the discipline, number of courses teaching by an individual faculty member, average class size, number of years teaching, employment status, and hourly pay rate. The five instructional environmental conditions were teaching location, course delivery method, course type, career technical education status and course duration. The dependent variable was the use of a course management system. Elements of the course management system were placed into four general categories—activated, static, interactive and multimedia. Pearson's correlation analyses were calculated to identify any significant relationships between faculty characteristics and use of a course management system and between instructional environmental conditions and the use of a course management system. Cramer's V was used to determine the strength of those relationships. Faculty who were female, had more formal education, were tenured, earned more money, taught on campus, taught online or taught for the fill semester were more likely to use a course management system. There were moderate to strong relationships for faculty who were female, had more formal education, were tenured, earned more money, taught on campus, or taught online. Institutions of higher education are investing fiscal, human and technological resources in the purchase and deployment of course management systems. This study can be replicated by any college that has the ability to gather information about faculty and their use of a technology. Once the method by which the data is collected is determined, it can be repeated at regular intervals in order to track the progress of the adoption of the technology. This data can then be used by college leaders as an evaluative tool within the college's planning processes.

No description available.

在高度競爭的全球化環境下，僅僅被動完成工作指令的員工，已不足以支持組織的生存，因而個體的前瞻性行為，對於組織的重要性與日俱增。然而，過去研究大多只注重前瞻性行為於工作場域的作用，鮮少比較前瞻性行為外溢至不同情境中，可能產生的效果差異。因此，本研究同時將個體的工作場域與家庭場域納入考量，以邊界理論為框架，探討前瞻性行為與工作-家庭衝突的關聯，更進一步提出個體通訊科技產品的使用，以及個體建構的邊界強度可能存在的調節效果。本研究採時間間隔的方式，以問卷調查法施測，共得189份有效樣本，研究結果發現，前瞻性行為外溢至家庭場域中，不僅不會造成更多時間基礎、壓力基礎衝突，還能減少行為基礎衝突的發生，並且在前瞻性行為與時間基礎衝突的關聯上，家庭邊界強度能夠調節科技使用的調節效果，形成三階調節效果，即科技使用對於前瞻性行為與時間基礎衝突的關聯的影響，在個體家庭邊界強度高的狀況下最強。最後，針對本研究之結果進行討論，並說明理論貢獻、管理意涵、研究限制與未來建議。 / Due to highly competitive environment of global economy, employee’s proactive behavior becomes even more critical for organizations’ survival. However, most research focused on the effect of proactive behavior only in workplace, seldom research investigated the possible different effect when proactive behavior spillover to other context, such as family context. As a result, current study applied the theoretical framework of boundary theory, examined the relationship between proactive behavior and work-family conflict, which takes both work and family context into consideration. Our research further proposed the use of communication and information technology and boundary strength constructed by individual as moderator. We conducted time-lag questionnaire survey to test our hypothesis, which generated 189 valid data. Contrary to our hypothesis, result showed that proactive behavior did not cause individual to experience more time-based and strain-based conflict, but it even lead individual to experience less behavior-based conflict. Moreover, proactive behavior, technology use and family boundary strength interacted in a way that the strongest moderating effect of technology use between proactive behavior and time-based conflict occured when individuals were high in their family boundary strength, which is a three-way interaction. Based on our findings, we discussed our theoretical contributions, practical implications, limitation and directions for future research.

The inquiry documented in this thesis is located at the nexus of technological innovation and traditional schooling. As we enter the second decade of a new century, few would argue against the increasingly urgent need to integrate digital literacies with traditional academic knowledge. Yet, despite substantial investments from governments and businesses, the adoption and diffusion of contemporary digital tools in formal schooling remain sluggish. To date, research on technology adoption in schools tends to take a deficit perspective of schools and teachers, with the lack of resources and teacher ‘technophobia’ most commonly cited as barriers to digital uptake. Corresponding interventions that focus on increasing funding and upskilling teachers, however, have made little difference to adoption trends in the last decade. Empirical evidence that explicates the cultural and pedagogical complexities of innovation diffusion within long-established conventions of mainstream schooling, particularly from the standpoint of students, is wanting. To address this knowledge gap, this thesis inquires into how students evaluate and account for the constraints and affordances of contemporary digital tools when they engage with them as part of their conventional schooling. It documents the attempted integration of a student-led Web 2.0 learning initiative, known as the Student Media Centre (SMC), into the schooling practices of a long-established, high-performing independent senior boys’ school in urban Australia. The study employed an ‘explanatory’ two-phase research design (Creswell, 2003) that combined complementary quantitative and qualitative methods to achieve both breadth of measurement and richness of characterisation. In the initial quantitative phase, a self-reported questionnaire was administered to the senior school student population to determine adoption trends and predictors of SMC usage (N=481). Measurement constructs included individual learning dispositions (learning and performance goals, cognitive playfulness and personal innovativeness), as well as social and technological variables (peer support, perceived usefulness and ease of use). Incremental predictive models of SMC usage were conducted using Classification and Regression Tree (CART) modelling: (i) individual-level predictors, (ii) individual and social predictors, and (iii) individual, social and technological predictors. Peer support emerged as the best predictor of SMC usage. Other salient predictors include perceived ease of use and usefulness, cognitive playfulness and learning goals. On the whole, an overwhelming proportion of students reported low usage levels, low perceived usefulness and a lack of peer support for engaging with the digital learning initiative. The small minority of frequent users reported having high levels of peer support and robust learning goal orientations, rather than being predominantly driven by performance goals. These findings indicate that tensions around social validation, digital learning and academic performance pressures influence students’ engagement with the Web 2.0 learning initiative. The qualitative phase that followed provided insights into these tensions by shifting the analytics from individual attitudes and behaviours to shared social and cultural reasoning practices that explain students’ engagement with the innovation. Six indepth focus groups, comprising 60 students with different levels of SMC usage, were conducted, audio-recorded and transcribed. Textual data were analysed using Membership Categorisation Analysis. Students’ accounts converged around a key proposition. The Web 2.0 learning initiative was useful-in-principle but useless-in-practice. While students endorsed the usefulness of the SMC for enhancing multimodal engagement, extending peer-topeer networks and acquiring real-world skills, they also called attention to a number of constraints that obfuscated the realisation of these design affordances in practice. These constraints were cast in terms of three binary formulations of social and cultural imperatives at play within the school: (i) ‘cool/uncool’, (ii) ‘dominant staff/compliant student’, and (iii) ‘digital learning/academic performance’. The first formulation foregrounds the social stigma of the SMC among peers and its resultant lack of positive network benefits. The second relates to students’ perception of the school culture as authoritarian and punitive with adverse effects on the very student agency required to drive the innovation. The third points to academic performance pressures in a crowded curriculum with tight timelines. Taken together, findings from both phases of the study provide the following key insights. First, students endorsed the learning affordances of contemporary digital tools such as the SMC for enhancing their current schooling practices. For the majority of students, however, these learning affordances were overshadowed by the performative demands of schooling, both social and academic. The student participants saw engagement with the SMC in-school as distinct from, even oppositional to, the conventional social and academic performance indicators of schooling, namely (i) being ‘cool’ (or at least ‘not uncool’), (ii) sufficiently ‘compliant’, and (iii) achieving good academic grades. Their reasoned response therefore, was simply to resist engagement with the digital learning innovation. Second, a small minority of students seemed dispositionally inclined to negotiate the learning affordances and performance constraints of digital learning and traditional schooling more effectively than others. These students were able to engage more frequently and meaningfully with the SMC in school. Their ability to adapt and traverse seemingly incommensurate social and institutional identities and norms is theorised as cultural agility – a dispositional construct that comprises personal innovativeness, cognitive playfulness and learning goals orientation. The logic then is ‘both and’ rather than ‘either or’ for these individuals with a capacity to accommodate both learning and performance in school, whether in terms of digital engagement and academic excellence, or successful brokerage across multiple social identities and institutional affiliations within the school. In sum, this study takes us beyond the familiar terrain of deficit discourses that tend to blame institutional conservatism, lack of resourcing and teacher resistance for low uptake of digital technologies in schools. It does so by providing an empirical base for the development of a ‘third way’ of theorising technological and pedagogical innovation in schools, one which is more informed by students as critical stakeholders and thus more relevant to the lived culture within the school, and its complex relationship to students’ lives outside of school. It is in this relationship that we find an explanation for how these individuals can, at the one time, be digital kids and analogue students.

本研究對象為夜市利害關係人與消費者，欲探討夜市科技導入之使用者需求，以找出夜市科技需求為目的。本研究的研究方法，第一階段透過學理基礎分析為基礎，將夜市各領域文獻與產業現況進行整合，且實地走訪夜市，進行環境掃描，並透過質化的深度訪談，探討夜市利害關係人的需求，嘗試以不同使用者角度與參與治理觀點角度切入，找出目前產業現象所知的使用者需求之外，再找出其他潛在的使用者需求。 第二階段以質化深度訪談結果建立量化的網路問卷，以統計數據分析消費者心理，在相關分析中顯示影響夜市的科技應用與使用科技的知覺價值互為顯著正相關；而在多元迴歸分析中顯示影響夜市的科技應用對影響夜市消費者使用科技的行為態度、使用科技的知覺價值對影響夜市消費者使用科技的行為態度、夜市消費者使用科技的行為態度對夜市消費者使用科技的意願等三個路徑結果中皆有變數為顯著正相關，透過分析結果驗證消費者對於科技使用需求的心理特質，以提供符合夜市供需雙方之使用者需求設計。 第三階段彙整出夜市科技使用者動機與需求結果，提出對夜市具參考性的科技使用需求機制與功能規劃，並進行數位內容應用建置與規劃，設計夜市APP數位內容，呈現系統架構、流程規劃與介面建置，改善夜市遭遇之問題，供未來其他研究者參考或應用於數位內容應用開發與實務上。 總結，本研究成果為：（1）彙整出夜市產業對於數位科技應用的需求與想像。（2）依據使用者需求規劃出夜市科技的系統架構與流程，並設計出夜市數位內容應用介面。（3）最終，解決夜市產業面臨的困境，增加整體對於夜市發展的參與度，提昇夜市競爭能力，供未來研究者與開發設計者能參考。 / The subjects of this study are night market stakeholders and consumers; the study aims to explore user demand for the introduction of technology to night markets, and to determine the demand for night market technology. The research methods employed by this study are as follows: the first part of this study is based upon theoretical foundation analysis, and combines literature related to a variety of fields related to night markets with the current state of the industry. Furthermore, on-site interviews were conducted at night markets, and surveys of the night market environment were conducted; in addition, qualitative in-depth interviews were used to determine the demands of night-market stakeholders. These methods also attempt to determine known user demands according to current industry conditions, in addition to determining other potential user demands from different user and administrative perspectives. In the second part, the results of in-depth qualitative interviews are used to establish a quantitative online questionnaire; statistical data analysis of consumer psychology and correlation analysis reveal that there is a significant and positive correlation between night-market-influencing technology applications and the perceived value of technology use; furthermore, multivariate regression analysis shows the following: according to three pathway results, variables with positive and significant correlations exist for the effect of night-market-influencing technology applications on the behavioral attitudes of night market consumers to using technology, the effect of the perceived value of technology use on behavioral attitudes that influence technology use by night market consumers, and the effect of behavioral attitudes of night market consumers towards technology use on the willingness of night market consumers to use technology. An analysis of these results was used to verify the psychological characteristics of demand for consumer technology use, and to provide a user demand design that is compatible with supply and demand conditions of night markets. The third section of this paper summarizes results related to the motivations and demands of night market technology users, and proposes technology user demand mechanisms and functional plans with referential value for night markets. Furthermore, this section describes the establishment and planning of a digital content application, design of digital content for the night market app, the system framework, and conduction of process planning and interface set-up. In addition, it addresses how the issues encountered by night markets can be resolved, and provides reference for future researchers, which can be applied to digital content application development and practice. The results of this study are as follows: it summarizes the demands and vision of the night market industry with regard to digital technology applications. According to the demands of users, it plans a system framework and process for night market technology, and designs a digital content application interface for night markets. Finally, it resolves difficulties encountered by the night market industry, and improves the overall level of participation in night market development, in addition to improving the competitiveness of night markets. Furthermore, it provides a reference for future researchers.