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    Please use this identifier to cite or link to this item: http://ccur.lib.ccu.edu.tw/handle/A095B0000Q/702


    Title: 台灣學習者持續使用國外MOOCs課程意圖之研究;A Research on Taiwan Learners' Continuous Intention of Using Foreign MOOCs Courses.
    Authors: 游昭鈞;YU, CHAO-CHUN
    Contributors: 傳播學系電訊傳播研究所
    Keywords: 任務價值;IS接收後持續使用模式;MOOCs;不持續使用;Task Value;Post-Acceptance of IS Continuance Model;MOOCs;Discontinue using
    Date: 2017
    Issue Date: 2019-07-17 09:47:23 (UTC+8)
    Publisher: 傳播學系電訊傳播研究所
    Abstract: 本研究主要目的在於探討台灣學習者持續使用MOOCs課程意圖,以「IS接收後持續使用模式」為基礎,結合「任務價值」,以瞭解台灣學習者持續使用之動機,並探究學習者確認程度對任務價值的影響,期許提出一套能夠適用於國外MOOCs課程情境之理論模式。在「IS接收後持續採用模式」相關文獻中,尚未有研究結合「任務價值」的觀點來探討MOOCs學習者之持續使用意圖,故本研究延伸理論之相關變項,以讓此理論應用在MOOCs上更臻完整。 本研究以台灣地區使用國外MOOCs課程之學習者為研究對象,分別進行量化與訪談的分析研究。在量化方面選擇使用期間超過3個月以上並且目前持續使用之學習者為主,經由四階段有效問卷篩選,一共回收202份有效問卷。在訪談方面,透過深度訪談方式,深入瞭解學習者使用動機、使用過程到降低使用意願的狀況與原因,訪談結果將彙整出潛在主因,作為量化研究的補充。 研究結果顯示,大部分傾向於支持本研究所提出之假設。本研究發現,學習者的任務價值及認知有用性會對MOOCs課程滿意度造成正向影響,但並不會直接影響持續使用意圖,而任務價值中最具影響力的是成就價值。另外,學習者中斷使用MOOCs會受到情境的障礙、機構的障礙、意向的障礙與達到階段性目標等因素影響。最後,根據研究結果給予結論與建議,將提供給MOOCs業者與學校單位作為未來建置、經營平台之建議。
    This dissertation investigates into the Taiwan learners’ continuance intention in using foreign MOOCs courses. The research based on “Post-Acceptance of IS Continuance Model”, combined with “Task Value” theory to analyze the crucial factors that could affect the motivation of MOOCs users’ continue using intention. Until now, there has not been any meaningful research on Post-Acceptance of IS Continuance Model using “Task Value” theory. Therefore, this research extends the original model to better interpret the continuing use of MOOCs under different circumstances.The result of analysis supports most of our hypotheses. The result shows that the perceived usefulness and task value of Taiwan learners have significant positive correlation with learners’ satisfaction, but weren’t direct effects of continuance intention. In addition, achievement value was the strongest effect of learners’ intention to continue using MOOCs courses. The reasons for discontinued use of MOOCs courses were: situational barriers, institutional barriers, dispositional barriers and achieving milestones. As a result, MOOCs operators and schools can refer to this research results and conclusions to better formulate their marketing strategy.
    Appears in Collections:[傳播學系電訊傳播研究所] 學位論文

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