本研究根據知識分享和網路學習社群的相關理論提出可以促進知識交流分享
的三層式系統架構，此系統比起一般的部落格多出了一個「群組功能」，讓使用
者能夠先將自身知識分享給受信任的組員們，並在群組中進行交流回饋建議後，
提升使用者對於自己文章的自信，並促使使用者進一步將只分享在群組的文章公
開於系統中，達到系統內知識的充分流動，最後利用這些概念建置出(1)提升知
識分享意願(2)促進使用者知識交流互動(3)可控制知識分享公開程度 的系統。
本研究實驗對象為台灣科技大學管理學的學生，並使其自行分組後實施為期
一個半月的系統使用，期間要求該班將每周所上的課程內容撰寫成心得後分享到
群組中。希望透過系統協助學生：(1)整理自身知識內容(2)方便互相交流閱讀彼
此文章知識(3)增加自信心及促進學習成效
本實驗結果發現，受測者認為和同儕互動交流能夠促進知識分享、知識取得
以及知識創新，但是對於部分受測者而言，這樣的認知卻沒有反映在實驗數據
上，因此即使降低了知識分享的相關阻礙，仍需要有將知識外顯的動機，例如管
理者要求、自我知識經營念頭等等。
最後，本研究貢獻為(1)在受測者有動機使用本系統的前提下，本系統能夠
減少他們對於分享的疑慮及隱私問題等(2)本系統的交流互動功能確實讓他們能
夠順利的進行交流，並獲得了不同觀點的知識，提升受測者的信心與學習成效，
因此可以提供給具封閉性組織例如公司、班級進行知識管理。

Based on the relevant theories of knowledge sharing and online
learning communities, this research proposes a three-tier system
architecture that can promote knowledge exchange and sharing. Compared
with ordinary blogs, this system has an additional "group function"
that allows users to sharing their knowledge with group members, and
communicating feedback suggestions in the group. Users will be more
confident in their own articles and encourage users to further publish
the articles that are only shared in the group in the system. Finally
using these concepts to build a system can (1) enhance the willingness
to share knowledge (2) promote user knowledge exchange and interaction
(3) control the degree of openness of knowledge sharing.
The results of this experiment found that the testees believed
that interacting with their peers could promote knowledge sharing,
knowledge acquisition and knowledge innovation.
Finally, the contribution of this research is (1) this system can
reduce testees' doubts about sharing and privacy issues. (2) The
communication and interaction functions of the system do enable them
to smoothly exchanges and gaining knowledge of different viewpoints
enhance the confidence and learning effectiveness of the testees.
(3)It can be provided to closed organizations such as companies and
classes for knowledge management.

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