碩士 / 國立中興大學 / 資訊管理學系所 / 103 / With the flourishing development of information technology in recent years, the way of study is transferred from classroom to Electronic Learning (e-learning). The concept of “Open Educational Resources” rise in 2002, Massive Open Online Course (MOOC) rise rapidly in 2012. Both of two things are major reforms of e-learning. The transform also influence the academia of Taiwan. In January 2013, we began to organize “Taiwan MOOC Project”, hoping to enhance the culture of independent learning.
The learning effectiveness of E-learning depends on learners’ motivation and performance in learning primarily. Therefore, the key factor of successful system is learners’ cognitive perception for e-learning system. If e-learning system is designed based on traditional, unilateral considerations instructor, and unable to meet the perspective of the learners’ needs and expectations, the learning effectiveness will be very limited. The main purpose of this study is to explore learners’ adoption factors for using Taiwan MOOC platform. I through the Internet questionnaire survey learners, which divided into MOOC group and general group, about view of open e-learning platform. It aims to explore MOOC better than traditional e-learning platform for competitive advantage. In this study, the Technology Acceptance Model (TAM) and external factors including perceived convenience, computer self-efficacy, interactivity, compatibility, used in the present study model architecture.
Then, several hypotheses are made and tested for finding out which variables truly affect users’ intention to adopt open e-learning platform by structural equation modeling (SEM). The empirical results reveal that (1) In MOOC group, perceived convenience and compatibility have a positive, direct and indirect effect on learners’ intention to adopt MOOC. And computer self-efficacy and interactivity have a positive and indirect effect on learners’ intention to adopt MOOC. In general group, compatibility has a positive, direct and indirect effect on learners’ intention to adopt e-learning platform. And perceived convenience, computer self-efficacy and interactivity have a positive and indirect effect on learners’ intention to adopt e-learning platform. (2) In MOOC group, the most important factor influencing behavior intention is compatibility (0.468), followed by perceived convenience (0.431). In the general group, the most important factor influencing behavior intention is perceived usefulness (0.671), followed by compatibility (0.508).
This study proposes the following three suggestions as development of open e-learning platform in the future. First, platform should have semi-supervised mechanism. Second, platform and course content should be used easily. Finally, we should be strong advocacy for open e-learning platform.
| Identifer | oai:union.ndltd.org:TW/103NCHU5396026 |
| Date | January 2015 |
| Creators | Po-Feng Ting, 丁柏楓 |
| Contributors | 許志義 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 83 |
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