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研究生： 念玉鑽
Intan Dzikria
論文名稱： 探討知覺智慧資本與遠距教學系統的關鍵成功因素
Perceived Intellectual Capital and the Critical Success Factors of Distance Learning Systems
指導教授： 盧希鵬
Hsi-Peng Lu
鄒仁淳
Jen-Chuen Tzou
口試委員: 盧希鵬
Hsi-Peng Lu
鄒仁淳
Jen-Chuen Tzou
吳玲玲
Ling-Ling Wu
朱宇倩
Yu-Qian Zhu
王孔政
Kung-Jeng Wang
學位類別： 博士
Doctor
系所名稱： 管理學院 - 資訊管理系
Department of Information Management
論文出版年： 2020
畢業學年度： 109
語文別： 英文
論文頁數： 168
中文關鍵詞： 遠距學習系統 、智慧資本 、社會資本 、關鍵成功因素 、Kano模式
外文關鍵詞： Distance Learning Systems, Intellectual Capital, Social Capital, Critical Success Factors, Kano Model
相關次數： 點閱：329  下載：5 
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    • 近年來，遠距教學系統 (Distance Learning Systems, DLS) 的使用日益增加，讓人好奇哪些因素使DLS成功，同時又不忽略使用者間獲取知識和社會互動過程。本研究目的為探討影響使用者使用意願和DLS平台成功之行為、技術和管理因素。為實現本研究目的，進行兩個個案研究，資料收集為國立臺灣科技大學(NTUST)受測者於2016年至2020年之間的問卷回應。本研究最終貢獻為建立了一個規範可作為遠程學習作品集（Distance Learning Portfolio, DLP）來規劃、開發和維護DLS。第一個個案研究探討了社會資本與智慧資本在影響使用MOOC上所扮演的角色。結果表明，維度對社會資本和智慧資本具有正向影響，而使用意圖則受知識或智慧資本的認知產生極大的影響，其次是使用者間關係建立的社會資本。此外，第一個個案研究結果獲得了第二個個案之DLS特徵與因素的支持。第二個個案研究使用混合型方法和Kano分析，從用戶行為、管理和技術的觀點探討DLS的關鍵成功因素，這些因素可能支持社會資本和智慧資本兩個維度。基於兩個個案研究的結果，建立了DLP，其中包括應開發的功能或應於DLS上實施的管理工作。此外，DLP涵蓋了認知行為主義和連結主義學習模型，未來研究上建議將這兩種主義應用於DLS。

    The increasing usage of Distance Learning Systems (DLS) for the past years, caused the intriguing questions about the factors that can make DLS successful without ignoring the process of knowledge acquisition and social interaction between users. The aim of this dissertation is to investigate the behavioral, technological, and managerial factors that determine user intention to use and the success of a DLS platform. To achieve the purpose of this dissertation, we carried out two case studies which utilized NTUST respondents for data collection between year 2016 and 2020. The final contribution of this dissertation is to create a Distance Learning Portfolio (DLP) that can be used as a matrix for planning, developing, and maintaining DLS. The first case study explored the role of social and intellectual capital on the intention to use MOOC. The results suggested the dimensions that positively influence social capital and intellectual capital, and that intention to use was highly influenced by knowing knowledge or intellectual capital, followed by relationship creation between users or social capital. Then, the results of the first case study supported by the characteristics and factors of DLS found on the second case study. The second case study utilized mixed methods and Kano analysis to explore the critical success factors of DLS from the perspective of user behavior, management, and technology that may support the dimensions of social and intellectual capital. Based on the results on both case study, DLP was created, which include the features that should be developed or managerial efforts that should be implemented on the DLS. Moreover, cognitive-behaviorist and connectivist learning models were found to be embedded in the DLP, thus the implementation of both learning models on future DLS are highly suggested.

    摘要 i ABSTRACT ii ACKNOWLEDGEMENT iii TABLE OF CONTENTS iv LIST OF FIGURES viii LIST OF TABLES ix 1. INTRODUCTION 1 1.1. Background and Research Motivation 1 1.2. Research Gaps 4 1.3. Research Questions and Purpose of the Study 6 1.4. Organization of the Dissertation 7 2. LITERATURE REVIEW 8 2.1. Distance Education 8 2.2. Distance Learning 9 2.3. Distance Learning Theories 10 3. STUDY 1: THE ROLE OF INTELLECTUAL AND SOCIAL CAPITAL ON THE INTENTION TO USE MOOC 13 3.1. Introduction 13 3.2. Literature Review 16 3.2.1. Massive Open Online Courses (MOOCs) 16 3.2.2. Dimensions of Social Capital 18 3.2.3. Intellectual Capital and its Creation through Social Capital 20 3.2.4. Community of Inquiry Model in Intellectual Capital 24 3.3. Research Methodology 28 3.3.1. Measurement of the Study 28 3.3.2. Demographic Samples 28 3.4. Results 31 3.4.1. Reliability and Validity 31 3.4.2. Hypothesis Testing 35 3.5. Discussion 39 3.6. Conclusion 42 3.6.1. Theoretical Contributions 42 3.6.2. Managerial Implications 43 3.6.3. Limitations 44 3.6.4. Future Studies 44 4. STUDY 2: CRITICAL SUCCESS FACTORS OF DISTANCE LEARNING SYSTEM: A KANO MODEL ANALYSIS 46 4.1. Introduction 46 4.2. Literature Review 48 4.2.1. Critical Success Factors (CSFs) of DLS 48 4.2.2. Kano Model 50 4.3. Research Methodology 53 4.3.1. Content Analysis Measurement 53 4.3.2. Quantitative Measurement of the Study 54 4.3.3. Kano Model 56 4.4. Results 61 4.4.1. Content Analysis Results 61 4.4.2. Quantitative Analysis Results 71 4.4.3. Kano Model Analysis 74 4.5. Discussion 91 4.5.1. Instructor’s Characteristics 91 4.5.2. Online Learning Course Contents 92 4.5.3. Institution Support 93 4.5.4. Student’s Characteristics 95 4.5.5. DLS Design 96 4.5.6. User Experience 97 4.6. Conclusions 98 4.6.1. Theoretical Contributions 98 4.6.2. Managerial Implications 98 4.6.3. Limitations 99 4.6.4. Future Studies 100 5. CONCLUSION 101 5.1. Dissertation Discussion 101 5.1.1. The Role of Intellectual Capital and Social Capital on DLS 101 5.1.2. The Critical Success Factors of DLS 102 5.1.3. MOOC and General DLS Comparison 103 5.1.4. DLS Features Supporting the CSF and Determinants of Intention to Use 105 5.1.5. Distance Learning Theories for DLS Implementation 113 5.2. Dissertation Conclusions 116 5.3. Dissertation Academic Contributions 117 5.4. Dissertation Managerial Implications 119 5.5. Dissertation Limitations 121 5.6. Future Research 122 6. REFERENCES 123 APPENDIX 135 Appendix 1. Questionnaire Instruments of MOOC Case Study 135 Appendix 2. Questionnaire Instruments of DLS Critical Success Factors 137 Appendix 3. Kano Questionnaire Instruments 145 Appendix 4. Self-Stated Importance and Satisfaction Rank Questionnaire 152 VITAE AND PUBLICATIONS 154 Brief Vitae 154 Publications 154 Journal Articles 154 Conference Papers 154 Working Paper 155

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