标题: 我们为何使用部落格?部落格之接受、使用、与应用研究
Why Do We Blog? The Blog Acceptance, Usage, and Application
作者: 张耀升
Chang, Yao-Sheng
杨千
Yang, Chyan
经营管理研究所
关键字: 部落格;媒体选择因素;科技接受模型;同侪学习;网路学习;Blog;Media choice factors;Technology acceptance model (TAM);Peer learning;Web-based learning
公开日期: 2010
摘要: 部落格的使用在近几年呈现爆炸性的成长。部落格被认为是一种运用网路资讯技术的互动媒体,因为其容易使用与互动的特性,而吸引广大的使用群,也创造出广泛的应用。例如企业用于行销,教育用于促进学习等应用。然而,哪些因素吸引我们使用部落格,以及部落格的应用能帮我们做什么,都是值得探讨的问题。因此,本文的研究目的将探讨部落格的接受与使用行为,以及部落格的实际应用效果。
本文由两个研究所组成,第一个研究将从媒体选择与科技接受因素来探讨部落格的接受与使用行为。媒体选择因素包括:媒体丰富度、关键数量、媒体经验、与社会影响。科技接受因素包括:有用性、与易用性。我们提出一个媒体选择与科技接受因素影响使用者态度与使用意愿的假设模型。使用线上调查法收集521个样本资料,并使用线性结构模型来检定模型与假设。研究结果显示,媒体选择与科技接受因素正向影响使用者对使用部落格的态度与使用意愿。
第二个研究将探讨部落格的应用效果。本研究架设两个教学部落格平台,比较互动式部落格与孤立式部落格对学生同侪互动、学习动机与学业成就的影响。孤立式部落格平台只是提供学生线上撰写作业功能,互动式部落格平台则在学生线上撰写作业后必须进行彼此评论。此研究使用准实验设计法,进行两学期154个学生样本的比较研究。研究结果显示,使用互动式部落格相对于使用孤立式部落格的组别,对于同侪互动与学习动机都呈现较正向态度。而部落格平台提供同侪共同工作的功能,不论在互动式或是孤立式的组别,都可以提高学习动机。最后,并提供相关的建议及意涵。
Blogs, or weblogs, have been experiencing a rapid growth rate in recent years. Blogs are easy to use and possess interactive features, thus attracting wide use and leading them to be regarded as communication media in web-based information technology. Therefore, blogs have become an increasingly popular form of communication on websites, and have been adopted by users for several applications in domains such as journalism, business, and education. However, why do so many people like to use blogs? What blog applications can do for us? The purpose of this thesis is to investigate the blog acceptance and usage behaviors, and its applications.
This thesis contains two studies. The first study incorporates the technology acceptance model with media choice factors to explain and predict the blog acceptance behaviors. The media choice factors include media richness, critical mass, social influence, and media experience. The technology acceptance factors include perceived usefulness and perceived ease-of-use. An online field survey was conducted and the structure equation modeling method was applied to investigate the empirical strength of the relationships in the proposed model. 521 experienced blog users were surveyed to examine this model. The results strongly support the proposed hypotheses indicating that technology acceptance and media choice factors influence the blog acceptance behaviors.
The second study explores the usage of blogs in education setting, and how student attitudes towards online peer interaction and peer learning, as well as motivation to learn from peers, may differ when using the blog comments feature, and when students are encouraged to read and comment on each other’s work. We contrast two ways blogs affect learning engagement: (a) solitary blogs as personal digital portfolios for writers; or (b) blogs used interactively to facilitate peer interaction by exposing blogging content and comments to peers. A quasi-experiment was conducted across two semesters, involving 154 graduate and undergraduate students. The result suggests that interactive blogs, compared to solitary blogs, are associated with positive attitudes towards academic achievement in course subjects and in online peer interaction. Students showed positive motivation to learn from peer work, regardless of whether blogs were interactive or solitary. The implications and recommendations resulting from the two studies are provided.
URI: http://140.113.39.130/cdrfb3/record/nctu/#GT079337801
http://hdl.handle.net/11536/40631
显示于类别:Thesis


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