1、i T and Organization LAB,指導(dǎo)教授,博士班研究生 呂新科,謝清佳,iT and Organization LAB,TheeffectofCognitivestyle&modeltypeonDSSacceptance:AnempiricalStudy Periodical paper European Journal of Operational Research 131 (2001) 649-663 EJoOR - 2001,Digital Learning Dashboard in an University Conferencepaper 第四屆全球華人科技研討會（

2、Singapore）GCCCE - 2000,Exploring the Framework of Knowledge Management on Campus Conferencepaper 全國計算機(jī)會議 （臺北） NCS - 2001Dec,An Exploring on the Effects of Learning style on the Acceptance of Blended e-Learning Systems (conference paper) (unfinished) 2003,3rd International Conference on Technology in

3、 Teaching and Learning in Higher Education July 14-16, 2003 Heidelberg, Germany,Conference Track Information System and Knowledge Management,Exploring the Framework of Knowledge Management on Campus,Exploring the Framework of Knowledge Management on Campus Conferencepaper 全國計算機(jī)會議 （臺北） NCS - 2001Dec,

4、本研究的主要目的便是經(jīng)由文獻(xiàn)探索，據(jù)以相關(guān)理論架構(gòu)為基礎(chǔ)提出符合校園營運(yùn)的知識管理統(tǒng)合架構(gòu)。 同時以數(shù)位華岡的經(jīng)營實(shí)務(wù)去解析這個架構(gòu)並驗(yàn)証執(zhí)行成效。,Introduction,知識的內(nèi)涵,EDIKW 知識演進(jìn)模型 資料來源：本研究,管理顧問Arthur Andersen及 Million Dollar均引用資料資訊知識智慧的架構(gòu)6,Support Decision Making,Support Organization Learning,Theoretical Background KM Literature Review,認(rèn)識論觀點(diǎn)(Epistemology) : 外顯與內(nèi)隱知識 本體論觀點(diǎn)

5、(Ontological) : 層次分為個人、群體、組織、跨組織,Nonaka 8認(rèn)為這些觀點(diǎn)會隨著知識創(chuàng)造的程序而轉(zhuǎn)移，知識的轉(zhuǎn)移將隨觀點(diǎn)呈現(xiàn)螺旋的互動形式。,知識的分類觀點(diǎn),Theoretical Background KM Literature Review,知識管理架構(gòu) 資料來源：7,引用美國生產(chǎn)力暨品質(zhì)中心9與Arthur Andersen顧問公司共同發(fā)展的 知識管理架構(gòu)(Knowledge Management Framework)，結(jié)合外顯與內(nèi)隱知識的分類理論,Theoretical Background KM Literature Review,知識管理與組織學(xué)習(xí),知識整合型學(xué)

6、校的學(xué)習(xí)架構(gòu) 資料來源：本研究,本研究整合Moore的學(xué)習(xí)週期理論11與APQC協(xié)同Arthur Andersen顧問公司發(fā)展的知識管理架構(gòu)9,Theoretical Background KM Literature Review,校園知識層級,以本體論(Ontological)的觀點(diǎn)來看，將組織知識層級分為個人、群體、組織、跨組織8，參酌此知識層次結(jié)構(gòu)的理論，規(guī)劃學(xué)校知識層級(Knowledge Levels)，劃分為六個層次依序?yàn)閭€人、班級(課程)、系所、院部、跨校層次。 Maturana 13則將組織的知識體系稱之為知識樹(Knowledge Tree)，這是個有趣且富創(chuàng)意的類比方式，我

7、們也根據(jù)這樣的精神發(fā)展數(shù)位華岡的知識樹，從根部、樹軀幹、樹幹、枝幹、小枝幹、再至各單獨(dú)的樹葉,Theoretical Background KM Literature Review,Enablers,完善的資訊基礎(chǔ)建設(shè) Technology 激勵及適切的組織性機(jī)制 Strategy Leadership Measurement 學(xué)習(xí)導(dǎo)向的組織文化 Culture,Theoretical Background KM Literature Review,use,create,identify,collect,organize,share,adapt,知識,顯,隱,領(lǐng) 導(dǎo),知識管理,知識管理觸媒,應(yīng)

8、用領(lǐng)域,科 技,衡 量,文 化,策 略,服務(wù),行 政,教 學(xué),研究,知識創(chuàng)造,知識運(yùn)用,Information,DATA,行 政,教 學(xué),服務(wù),研究,資訊彙集,資訊應(yīng)用,知 識 層,資 訊 層,資 料 層,應(yīng)用領(lǐng)域,資訊管理觸媒,資訊管理,Support Decision Making,Support Organization Learning,Framework,TheeffectofCognitivestyle&modeltypeonDSSacceptance:AnempiricalStudy Periodical paper European Journal of Operational

9、 Research 131 (2001) 649-663 EJoOR - 2001,Research Model,Correlation / Path Analysis,An Exploring on the Effects of Learning style on the Acceptance of Blended e-Learning Systems (conference paper) 2003,Introduction Theoretical Background Research Model Measure and Methodology Findings and Discussio

10、n,3rd International Conference on Technology in Teaching and Learning in Higher Education July 14-16, 2003 Heidelberg, Germany,This paper presents a path analytic model of students acceptance of blended courseware from the perspectives of individuals learning styles, beliefs and attitudes. Another c

11、ontribution of this study is to integrate learning styles with the popular TAM model as a new theoretical framework to examine the acceptance of e-learning systems.,TAM,TRA,TBP,TAM2,1975 Fishbein and Ajzens,Ajzen et al (1985),David et al (2000),Davis 1980),Theoretical Background Adoption Models,TAM,

12、 a dominant model, proposed by Davis(1980) was adapted from the TRA model. Much research in the last two decades implies that TAM is one of the most widely cited and influential models. According to TAM, the usage of system is highly correlated with the behavior intention, which is largely determine

13、d by attitude toward the system. The construct of attitude will be influenced by individuals beliefs, which is further defined by two determinants, perceived usefulness and perceived ease of use. A number of researchers examine the possible mediating effects as additional constructs to extant models

14、.(Dishaw & Strong) The TPB model proposed by Ajzen(1991) extends from the original TRA model by taking subjective norms and perceived behavior control into consideration. Lucas and Spitler (1999) also extended TAM, including social norms and user performance, and tested their model in a field study.

15、,Theoretical Background Adoption Models,Social Norm,External,Theoretical Background Extant Constructs in Adoption Models,Use,Use,Individual difference is regarded as a dominant factor to the adoption behavior of information system. David & Detmar(1997) reported that gender differences that might rel

16、ate to beliefs and use of computer-based media. LU et al(2000) have examined the difference in cognitive style how to impact on the usage behavior of DSS systems. Because of the variety of perspectives used to differentiate individual, the meaningful difference factors are chosen based on the releva

17、nce to the characteristics of research subject, web-based learning.,Theoretical Background Individual Difference,Social Norm,External,Web-based Learning,Learning Styles,DSS System,Decision Styles,EJoOR - 2001,ICTTL 2003,Theoretical Background Individual Difference,Use,Use,Theoretical Background Lear

18、ning Styles,Kolbs(1984) Learning Style Inventory model classifies learners in terms of their relative preferences for thinking in four different types based on concrete experience or abstract conceptualization, and active experimentation or reflective observation dimensions.,Type 1 preferences for c

19、oncrete experience and reflective observation. Type 2 preferences for abstract conceptualization and reflective observation. Type 3 preferences abstract conceptualization and active experimentation. Type 4 preferences concrete experience and active experimentation.,Four categories:,Myers-Briggs Type

20、 Indicator (MBTI), a well-known model classifies learner by extroverts/introverts, sensing/intuition, thinking/feeling, judging/perceiving dimensions.,Active/ Reflective: Active learners like to try things out and see how they work and like to work with others. Reflective learners like to think thin

21、gs through first. Sensing/Intuitive: Sensors like to learn facts, use well established methods and practical and careful. Intuitors tend to work fast and be innovative and can often handle abstract and mathematical concepts well. Visual/Verbal: Visual learners like diagrams, pictures, graphs and fil

22、ms. Verbal learners get more out of words heard and written. Sequential/Global: Sequential learners like to work in linear steps that follow logically. Global learners like to jump in, absorb material nearly at random and then get the big picture.,Theoretical Background Learning Styles,Felder & Silv

23、erman (1988) proposed a model of learning styles that has been emerged as a popular model to classify learners in the educational field. 44 self-report questions.,Learning Styles,Beliefs,Usage,Intention,Attitude,TBP, TAM2,TBP, TAM2,3,2,1,By examining individual difference effects in the context of T

24、AM, the integrated model identifies learning style as impact factor to individuals beliefs and attitude. Furthermore, this paper examines the influence of learning style and social norm on IT usage behavior. Learning style and social norm were explicitly incorporated in TAM as external variables affecting perceived usefulness and perceived ease of use in the research model.,TAM,Research Model extend from TAM,The sample includes 167 undergraduate students of a Basic Computer Skills course in Chinese Culture University. They were asked to use e-Learning systems to support the clas