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1、i T and Organization LAB指導教授博士班研究生呂 新 科謝 清 佳 i iT and Organization LABThe effect of Cognitive style & model type on DSS acceptance: An empirical Study Periodical paper European Journal of Operational Research 131 (2001) 649-663 EJoOR - 2001Digital Learning Dashboard in an University Conference paper
2、 第四屆全球華人科技研討會（Singapore） GCCCE - 2000Exploring the Framework of Knowledge Management on Campus Conference paper 全國計算機會議 （台北） NCS - 2001 Dec An Exploring on the Effects of Learning style on the Acceptance of Blended e-Learning Systems (conference paper) (unfinished) 20033rd International Conference o
3、n Technology in Teaching and Learning in Higher Education July 14-16, 2003 Heidelberg, GermanyH DomainConference TrackInformation System and Knowledge ManagementExploring the Framework of Knowledge Management on Campus Exploring the Framework of Knowledge Management on Campus Conference paper 全國計算機會
4、議 （台北） NCS - 2001 Dec v本研究的主要目的便是經由文獻探索，據以相關理論架 構為基礎提出符合校園營運的知識管理統合架構。v同時以數位華岡的經營實務去解析這個架構並驗証執行 成效。Introduction知識的內涵知識的內涵EDIKW 知識演進模型 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6 Support Decision MakingSupport Organization LearningTheoretical BackgroundKM Literature Review認識論觀點(Epistem
5、ology) : 外顯與內隱知識本體論觀點(Ontological) : 層次分為個人、群體、組織、跨組織Nonaka 8Nonaka 8認為這些觀點會隨著知識創造的程序而轉移，知識的轉移將隨觀點呈現螺旋的互動形式。認為這些觀點會隨著知識創造的程序而轉移，知識的轉移將隨觀點呈現螺旋的互動形式。知識的分類觀點 Theoretical BackgroundKM Literature ReviewusecreateidentifycollectorganizeshareadaptK KexplicittacitTechnologyTechnologyMeasurementMeasurementCul
6、tureCultureLeadershipLeadershipStrategyStrategyProcessProcessEnablersusecreateidentifycollectorganizeshareadaptK KexplicittacitTechnologyTechnologyMeasurementMeasurementCultureCultureLeadershipLeadershipStrategyStrategyProcessProcessEnablers知識管理架構 資料來源：7引用美國生產力暨品質中心9與Arthur Andersen顧問公司共同發展的 知識管理架構(
7、Knowledge Management Framework)，結合外顯與內隱知識的分類理論 Theoretical BackgroundKM Literature Review知識管理與組織學習知識整合型學校的學習架構 資料來源：本研究本研究整合Moore的學習週期理論11與APQC協同Arthur Andersen顧問公司發展的知識管理架構9 Theoretical BackgroundKM Literature Review校園知識層級校園知識組織性層級及生成性階層 資料來源：本研究生成性階層 (Production Layers)組織性層級 (Organizational Levels
8、 ) 以本體論(Ontological)的觀點來看，將組織知 識層級分為個人、群體、組織、跨組織8， 參酌此知識層次結構的理論，規劃學校知識 層級(Knowledge Levels)，劃分為六個層次依序 為個人、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)，這是個有趣且富創意的 類比方式，我們也根據這樣的精神發展數 位華岡的知識樹，從根部、樹軀幹、樹幹 、枝幹、小枝幹、再至各單獨的樹葉 Theoretical BackgroundKM Literature ReviewEnablersEnablers 完善的資訊
9、基礎建設 Technology 激勵及適切的組織性機制 Strategy Leadership Measurement 學習導向的組織文化 CultureusecreateidentifycollectorganizeshareadaptK KexplicittacitTechnologyTechnologyMeasurementMeasurementCultureCultureLeadershipLeadershipStrategyStrategyProcessProcessEnablersusecreateidentifycollectorganizeshareadaptKexplicit
10、tacitTechnologyTechnologyMeasurementMeasurementCultureCultureLeadershipLeadershipStrategyStrategyProcessProcessEnablersTheoretical BackgroundKM Literature Reviewusecreateidentifycollectorganizeshareadapt知識顯隱領 導知識管理知識管理觸媒應用領域應用領域科 技衡 量文 化策 略服務服務行行 政政教教 學學研究研究知識創造知識創造知識運用知識運用InformationDATA行行 政政教教 學學服
11、務服務研究研究資訊彙集資訊彙集資訊應用資訊應用知知 識識 層層資資 訊訊 層層資資 料料 層層應用領域應用領域資訊管理觸媒資訊管理Support Decision MakingSupport Organization LearningFrameworkThe effect of Cognitive style & model type on DSS acceptance: An empirical Study Periodical paper European Journal of Operational Research 131 (2001) 649-663 EJoOR - 2001Rese
12、arch ModelCorrelation / Path AnalysisAn Exploring on the Effects of Learning style on the Acceptance of Blended e-Learning Systems (conference paper) 2003IntroductionTheoretical BackgroundResearch ModelMeasure and MethodologyFindings and Discussion3rd International Conference on Technology in Teachi
13、ng 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 contribution of this study is to integrate learning sty
14、les with the popular TAM model as a new theoretical framework to examine the acceptance of e-learning systems. TAMTRATBPTAM21975Fishbein and Ajzens Ajzen et al (1985) David et al (2000) Davis 1980)Theoretical Backgroundp Adoption ModelsTAM, a dominant model, proposed by Davis(1980) was adapted from
15、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 determined by attitude toward the system. The construct of attitude w
16、ill 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.(Dishaw & Strong) The TPB model proposed by Ajzen(1991) extends from the original TRA model by taking subjective norms and perceived behav
