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題名：建立高級中等學校教師使用行動學習教學之模式
作者：汪冠宏
作者(外文)：Kuan-Hung Wang
校院名稱：國立東華大學
系所名稱：教育與潛能開發學系
指導教授：劉明洲
林靜雯
學位類別：博士
出版日期：2020
主題關鍵詞：自我效能；行動學習；社會認知論；社群運作；科技接受模式；Mobile learning；Operations of Community；Self-Efficacy；Social Cognitive Theory；TAM
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近年來，行動學習的快速成長不僅改變了課堂裡的學習環境、教學模式，也提升了學生的學習動機與成效。然而，教學活動的鋪陳是掌握在教師的手裡，而教師的態度與其對於科技應用的看法會決定應用的成敗。因此，本研究意欲建立高級中等學校教師使用行動學習教學之模式。為了進行更全面的調查，本研究參考社會認知理論、創新擴散理論和科技接受模式的相關構念，以「新奇性知覺」、「易用性知覺」與「有用性知覺」作為影響教師使用行動學習教學之行為意向的三個內因變數，再加入「社群運作」及「自我效能」等兩個外因變數，藉以了解教師對行動學習的使用意向。透過問卷調查方式，收集參與教育部高級中等學校行動學習輔導計畫230位教師的有效樣本，利用結構方程模式分析模型的契合度和路徑屬性，同時檢驗不同背景教師對使用意向及其影響因素的認知，是否有顯著差異。
研究結果顯示，高級中等學校教師使用行動學習教學的行為意向確實受到社群運作、自我效能、易用性知覺、有用性知覺與新奇性知覺等因素的直接或間接影響。研究模型對使用意向可解釋63%的變異量，其中，以易用性知覺對使用意向的影響效果最強。最關鍵的影響路徑為社群運作→自我效能→易用性知覺→使用意向。基於研究結果，實務上，驗證所得的因素可作為解釋高級中等學校教師使用行動學習教學的行為意向指標，建議學校建立積極的教師社群運作機制和提高教師的易用性知覺，此為成功推動行動學習的兩個關鍵因素，可以克服教師在課堂實施行動學習的障礙，並能同時獲得教師的認同與肯定，對於行動學習的推廣深具意義。
In recent years, the rapid growth of mobile learning has not only changed the learning environment and teaching model in the classroom, but also enhanced students' motivation and effectiveness. However, teachers still play a key role in learning process and making major learning decisions. Teachers’ attitude toward mobile learning in classroom determines the success of technology implementation in learning process. This study thus intends to establish the patterns of senior high school teachers’ using mobile learning. To carry out a more comprehensive investigation, this study refers to the relevant concepts of the Social Cognitive Theory, Innovation Diffusion Theory and Technology Acceptance Model (TAM), with Perceived Novelty, Perceived Ease-of-use and Perceived Usefulness as the three internal variables for the influence of teachers’ behavioral intentions of using mobile learning as well as external factors, including self-efficacy and operations of community. We hope to understand the intentions of usage of teachers toward mobile learning. The model was tested through survey responded from 230 senior high school teachers during a mobile learning seminar conducted by the Ministry of Education of Taiwan. Data was analyzed by a structural equation modeling approach and the results showed a reasonably good fit, and the discrepancies of individual differences toward the intentions of usage and the influencing factors were investigated.
Findings indicated that the behavior intentions of usage of senior high school teachers’ applying mobile learning were affected directly or indirectly by the support of teachers community, self-efficacy, perceived ease of use, perceived usefulness and perceived novelty. The research model explained 63 percent of variance of the intentions of usage. The influence of Perceived Ease-of-use on the intentions of usage is the strongest. The most critical impact path starts from support of teachers operations of community and then self-efficacy, perceived ease of use, perceived usefulness and behavior intentions of usage. The present study confirms the applicability of the research model on explaining teachers’ behavioral intentions in their teaching practices. Based on these results, promoting mobile learning in teachers community and raising user perceived ease of use for teachers are the two key factors in successful implementation of mobile learning within the school environment. We will not only help teachers to overcome the challenges of mobile learning implementation, but also gain the recognition and further support from teachers.
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