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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,iT and Organization LAB,The effect of Cognitive style & model type on DSS acceptance: An empirical Study Periodical paper European Journal of Operational Research 131 (2001) 649-663 EJoOR - 2001,Digital Learning Dashboard in an University Conference p
2、aper 第四屆全球華人科技研討會（Singapore） GCCCE - 2000,Exploring 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) 2003,3rd International Confer
3、ence on Technology in 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 Conference paper 全國計算機
4、會議 （台北） NCS - 2001 Dec,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。 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,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 Making,Support Organization Learning,Theoretical Background KM Literature Review,認識論觀點(Episte
5、mology) : 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 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。,知識的分類觀點,Theoretical Background KM Literature Review,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(Knowledge Management Framework)，結合外顯與內隱知識的分類理論,Theoretical Background KM Literature
6、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 Background KM Literature Review,校園知識層級,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
7、 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 Background KM Literature Review,Enablers,完善的資訊基礎建設 Technology 激勵及適切的組織性機制 Strategy Leadership Measurement 學習導向的組織文化 Culture,Theoretical Background KM Literature Review,use,create,identify,collect,organize,share,adapt,知
8、識,顯,隱,領 導,知識管理,知識管理觸媒,應用領域,科 技,衡 量,文 化,策 略,服務,行 政,教 學,研究,知識創造,知識運用,Information,DATA,行 政,教 學,服務,研究,資訊彙集,資訊應用,知 識 層,資 訊 層,資 料 層,應用領域,資訊管理觸媒,資訊管理,Support Decision Making,Support Organization Learning,Framework,The effect of Cognitive style & model type on DSS acceptance: An empirical Study Periodical p
9、aper European Journal of Operational 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 an
10、d Methodology Findings and Discussion,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 styl
11、es, beliefs and attitudes. Another contribution 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),Theoret
12、ical Background Adoption Models,TAM, 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 i
13、ntention, which is largely determined 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 ad
14、ditional 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 behavior control into consideration. Lucas and Spitler (1999) also extended TAM, including social norms and user performance, and
15、tested their model in a field study.,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 th
16、at gender differences that might relate 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 relevance to the characteristics of research subject, web-based learning.,Theoretical
