| Summary: | 碩士 === 國立體育大學 === 休閒產業經營學系碩士班 === 97 === With the concept of Web 2.0 which was advocated in Mar. 2004 and the model of E-Learning broke through the time and space limit of traditional educational training, it caused the vigorous development of innovation services on internet. In recent years, the E-learning courses management system under the free software, Moodle has been widely gradually adopted, being promoted by every level of school, and gains general good comment. According to above reasons, this research hope to take the Moodle's users as a base, use the Decomposed Theory of Planned Behavior(DTPB) as a basic framework, combine Theory of Planned Behavior(TPB), Technology Acceptance Model(TAM) and Unified Theory of Acceptance and Use of Technology(UTAUT). All these methods are used to predict and explain the behavioral intention of Web 2.0 instructional technology, then to make some suggestions in regard to correlate researches to provide references to Moodle’s programmers, instructional designer of courseware and Web 2.0 service website managers.
This research probes to the Web 2.0 which applied to the concept and innovation of instructional technology, the general development of E-Learning, the character of Moodle courses management and Moodle system with Web 2.0 instructional technology. It includes the eleven dimensions such as “Scribd” ipaper viewer, “gliffy” online diagram software, “Picture Trail” online photo sharing, “Google” network maps, “Mindomo” Web-based mind mapping tool, “YouTube” films, “RSS” news compilation, “Wiki” co-writing system, “ustream.tv” online live broadcasting, “Co-Life” online conference system and “Blog”. This research chooses the experienced Moodle’s users as the objects of questionnaire.
This research collected the data from traditional paper and internet questionnaires. It retrieved 227 effective questionnaires, using Linear Structural Relationships Models to testify the reason and cause between study hypotheses. Here are the outcomes of research below:
1. The “Perceived Ease of Use” and “Compatibility” have remarkable influence on “Behavior and Attitude”. The “Compatibility” has more influential than the “Perceived Ease of Use”. But the “Perceived Usefulness” does not have notable influential on “Behavior and attitude”.
2. The “Peer Influence” and “Influence Power of Human Executives” have remarkable influence on “Subjective norm”. But the “Community Impact” does not have notable influence on “Subjective norm”.
3. The “Self-efficacy”, “Resource Facilitating Conditions” and “Technology Facilitating Conditions” do not have remarkable influence on the “Perceived Behavioral Control”.
4. The “Behavior and Attitude” and the “Perceived Behavioral Control” have remarkable influence on “Behavioral Intentions”. But “Subjective norm” does not have notable influence on “Behavioral Intentions”.
This research reveals as following:
First, Moodle users hope to combine Web 2.0 instructional technology which fits in with the instructional models and needs. It suggests the website of Web 2.0 instructional technology should adjust and enforce the compatibility and easiness. Second, Moodle users who combine to use Web 2.0 instructional technology are easier to trust the public praise of family and friends, even the suggestions of direct superintend. More than these, they are more reliable than outside communities. Third, Moodle users acknowledge that it is not so easy to use the Web 2.0 instructional technology. Thus, this reveals the websites’ managers of instructional technology should enforce the advocacy and making manuals to reduce the threshold of beginners.
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