我國公務人員數位學習行為意向、使用行為與相關影響因素關係模式之建構

Abstract

本研究旨在瞭解影響我國公務人員數位學習行為意向及使用行為的主要因素有哪些？除瞭解這些影響因素與數位學習行為意向與使用行為的現況，並依據其之間的關係建構出完整模式。取樣對象為行政院人事行政總處公務人力發展中心建置之「e等公務園」會員，抽樣時方式採取分層隨機抽樣方法，依服務機關類型隨機抽取1,200個樣本，並將問卷置於平台，透過平台寄送mail通知受試者填寫問卷，調查期間於2014年2月至5月，共計回收569份，有效問卷為518份。研究工具除能力動機（數位學習準備度）、認知覺察（知覺有用性及知覺易用性）、社會影響因素、數位學習行為意向等受試者自評量表外，另配合平台所記錄之使用行為客觀資料（認證時數、選課門數、登入次數與閱讀時間），透過統計分析後，獲致下列研究結果： 一、我國公務人員所具備數位學習的能力或動機、認為數位學習有用或容易使用的程度、認為社會影響因素對其進行數位學習影響的程度、及數位學習行為意向程度高；而公務人員四種數位學習使用行為之間的關聯性高，但同個使用行為的內部差異大。 二、我國公務人員不同個人背景變項對數位學習行為意向與使用行為之差異情形：不同職等在數位學習行為意向差異達顯著；而不同教育程度在登入次數及不同電腦使用經驗在閱讀時間的使用行為上有顯著差異。 三、我國公務人員數位學習行為意向、使用行為與相關影響因素的整體模型，包含「數位學習準備度」（能力動機面向）、「知覺有用性」與「知覺易用性」（認知覺察面向）、「社會影響因素」（社會影響面向）、「行為意向」與「使用行為」等構面，經結構方程統計分析達合理適配。即公務人員所具備的數位學習準備度越高、越認為數位學習容易使用及對自己有幫助、及感受到重要他人及組織文化等社會影響因素越重視數位學習，其進行數位學習的行為意願越高，數位學習使用行為出現的時數、次數與頻率等也越多。顯示本研究經文獻探討所建構的理論模式，可以用來解釋公務人員的數位學習行為意向與使用行為。 四、在整體模型中，數位學習準備度與知覺有用性到使用行為路徑的迴歸係數皆不顯著。顯示數位學習行為意向在本模型中扮演完全中介的角色，即所有影響因素都必須透過該變項的影響，才會產生數位學習使用行為。 五、從個別因素的影響來看，數位學習行為意向對四種使用行為的影響效果皆為最高，其次為社會影響因素、知覺易用性、數位學習準備度與知覺有用性；而從三種影響因素面向比較，社會影響因素對行為意向與使用行為影響的程度最高，即如欲在公務界推動數位學習，先強化促進公務人員使用數位學習的意圖及社會影響因素，是較有效果的。 本研究並依據研究結果提出結論與建議，提供未來對此研究領域進行探討的研究者及公務部門數位學習推動主管機關、訓練機構數位學習推動者，在研究及工作推動上的參考。

This objective of this research is to understand the relationships among those main factors affect the e-learning behavioral intention and behaviors of civil servants in Taiwan. Furthermore, the intent is to construct a complete model to understand how these main factors affect the e-learning behavioral intention and behaviors. This study collects the data from the member of “Public Service e-Learning Web”which is maintained by Civil Service Development Institute, Directorate-General of Personnel Administration, Executive Yuan. This research chooses stratified random sampling to get a sample of size 1,200 totally based on different types of government agencies. The 1,200 questionnaire are sent by email through“Public Service e-Learning Web”during February to May in 2014, with 569 returned , and 518 out of them are valid for the confirmatory factor analysis with structural equation modeling. As far as e-learning behaviors are defined as users’credit hours, course numbers, log-in frequency, and reading time recorded in“Public Service e-Learning Web. The data from self-report questionnaire about the main factors affect the e-learning behavioral intention and behaviors, including users’ability and motivation (e-learning readiness), cognition awareness (perceived usefulness and perceived ease of use), and social factors, are analyzed with the data of e-learning behaviors. The findings of this research are as follows: 1.Civil servants have high e-learning ability or motivation, and confirm the usefulness and ease of e-learning. Social factors influence e-learning behavior. There are positive relationships among the e-learning behaviors, bhowever, there are big various within each e-learning behavior. 2.There are differences between civil servants from different background variables: (1) Civil servants at different positions appeared significant different in e-learning behavioral intention. (2) Civil servants with different educational levels appeared significant different in log-in frequency. (3) Civil servants having different computer experience appeared significant different in reading time. 3.The model includes 6 concepts such as e-learning readiness (ability and motivation), perceived usefulness and perceived ease of use (cognition awareness), social influence factors (social influence), e-learning behavioral intention, and user behaviors. The model has been exanimated as a fit structural equation model. This means that the higher level of e-learning readiness the civil servants have, the more they think e-learning is easily used and useful, the more they feel the intention of e-learning focusing of important-others and organization culture ,the more frequently they show e-learning behaviors. 4.In this complete model, there’s no significant in the relation of e-learning readiness and perceived usefulness. This shows that e-learning behavioral intention plays as a complete mediation, which means that every other factors affect to e-learning behaviors through it. 5.Analyzing those individual factors, e-learning behavior intention makes the greatest effect to behaviors. Then, the social influence factors, perceived ease of use, e-learning readiness and perceived usefulness affect decreasingly in order. Comparing the influence of the factors, social factors have the greatest effect on the behavior intention and behavior. Meanwhile, reinforcing the e-learning using intention and social influence factors will be effective to promote e-learning in public sector. The suggestions of this study are provided for further research and e-learning practice.