技術型高中教師使用數位學習平台輔助實習科目教學行為意圖之研究

Abstract

本研究採用整合型科技接受模式（UTAUT）作為理論基礎，旨在探討技術型高中教師使用數位學習平台輔助實習科目教學行為意圖之研究，並根據研究結果提出相關建議。利用問卷調查的方式進行資料蒐集，將全國技術型高中有任教實習科目的教師做為研究對象，透過「技術型高中教師使用數位學習平台輔助實習科目教學行為之研究」問卷作為研究工具，進行線上問卷發放，總計回收有效問卷403份。回收後，進行描述性統計、皮爾森相關分析與路徑分析等統計方式處理，依據資料分析結果，結論呈現如下：一、技術型高中教師使用數位學習平台輔助實習科目教學之績效預期、努力預期、社群影響與行為意圖均有中高程度的認同，可見教師對於在實習課輔以數位學習平台授課的接受程度尚佳。二、績效預期、努力預期與社群影響對於行為意圖均呈現顯著性的影響。三、資歷較深的教師比較重視使用數位學習平台所帶來的學習成效且也比較容易被環境所影響而產生使用意圖。四、在學校規模較小服務之教師，會比較在乎使用數位學習平台所帶來的學習成效。五、每週使用數位學習平台時間較少、數位教材使用經驗較少與數位學習平台使用較少的教師較容易因為數位學習平台的操作容易而提升使用意願。六、每週使用數位學習平台時間較少與數位教材使用經驗較少的教師比較容易被環境所影響而產生使用數位學習平台的意圖。

This study uses Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical basis to explore the intention of behavioral intention of technical high school teachers using e-learning platform to assist practice subjects teaching, and make relevant suggestions based on the research results. Through online questionnaire survey, a total of 403 valid questionnaires were distributed through the questionnaire"Research on the behavioral intention of technical high school teachers using e-learning platform to assist practice subjects teaching " as a research tool. After recovery, descriptive statistics, Pearson correlation analysis and path analysis and other statistical methods were processed, and according to the data analysis results, the conclusions were as follows: 1. Technical high school teachers have a medium to high degree of recognition of performance expectations, effort expectations, community influence and behavior intentions of using e-learning platforms to assist in the teaching of practical subjects, which shows that teachers are still well accepted to teach in internship courses supplemented by e-learning platforms.2. Performance expectations, effort expectations and community influence all showed significant effects on behavioral intent.3. More qualified teachers attach more importance to the learning results brought about by using e-learning platforms and are more likely to be influenced by the environment and have intentions.4. Teachers serving in smaller schools are more concerned about the learning outcomes brought about by using e-learning platforms.5. Teachers who spend less time using e-learning platforms per week, have less experience in using digital teaching materials and use less e-learning platforms are more likely to increase their willingness to use e-learning platforms because they are easy to operate.6. Teachers who spend less time using e-learning platforms per week and have less experience in using digital teaching materials are more likely to be influenced by the environment and have the intention to use e-learning platforms.