按一下以編輯母片標題樣式,按一下以編輯母片,第二層,第三層,第四層,第五層,*,i,T and Organization LAB,指導教授,博士班研究生,呂新科,謝清佳,i,T andOrganizationLAB,TheeffectofCognitivestyle&modeltypeonDSSacceptance:AnempiricalStudy,Periodical paper,European Journal of Operational Research 131(2001)649-663,EJoOR-2001,Digital Learning Dashboard inan University,Conferencepaper,第四屆全球華,人,人科技研討會,（,（Singapore）GCCCE-2000,Exploring the Frameworkof KnowledgeManagementon Campus,Conferencepaper,全國計算機會,議,議（台北）,NCS-2001Dec,An Exploringon the Effects ofLearning style onthe Acceptance ofBlended e-Learning Systems,(conferencepaper)(unfinished),2003,3rd InternationalConference on,T,echnology inTeaching and Learning in Higher Education,July 14-16,2003Heidelberg,Germany,H,Domain,Conference Track,InformationSystemandKnowledgeManagement,ExploringtheFrameworkofKnowledgeManagementonCampus,ExploringtheFrameworkofKnowledgeManagementonCampus,Conferencepaper,全,國,國,計,計,算,算,機,機,會,會,議,議,（,（,台,台,北,北,）,）,NCS-2001Dec,本,研,研,究,究,的,的,主,主,要,要,目,目,的,的,便,便,是,是,經,經,由,由,文,文,獻,獻,探,探,索,索,，,，,據,據,以,以,相,相,關,關,理,理,論,論,架,架,構,構,為,為,基,基,礎,礎,提,提,出,出,符,符,合,合,校,校,園,園,營,營,運,運,的,的,知,識,識,管,管,理,理,統,統,合,合,架,架,構,構,。,同,時,時,以,以,數,位,位,華,華,岡,岡,的經營實,務,務去解析,這,這個架構,並,並驗証執,行,行成效,。,Introduction,知識的內,涵,涵,EDIKW 知識,演,演進模型,資料來源,：,：本研究,管理顧問Arthur Andersen及MillionDollar均,引,引用資,料,料資訊,知識,智,智慧的,架,架構6,SupportDecisionMaking,SupportOrganizationLearning,TheoreticalBackground,KM Literature Review,認識論觀,點,點(Epistemology):,外顯與內,隱,隱知識,本體論觀,點,點(Ontological):,層次分為,個,個人、群,體,體、組織,、,、跨組織,Nonaka 8認為,這,這些觀點,會,會隨著知,識,識創造的,程,程序而轉,移,移，知識,的,的轉移將,隨,隨觀點呈,現,現螺旋的,互,互動形式,。,。,知識的分,類,類觀點,TheoreticalBackground,KM Literature Review,use,create,identify,collect,organize,share,adapt,K,K,explicit,tacit,Technology,Technology,Measurement,Measurement,Culture,Culture,Leadership,Leadership,Strategy,Strategy,Process,Process,Enablers,use,create,identify,collect,organize,share,adapt,K,K,explicit,tacit,Technology,Technology,Measurement,Measurement,Culture,Culture,Leadership,Leadership,Strategy,Strategy,Process,Process,Enablers,知識管理,架,架構,資料來源,：,：7,引用美國,生,生產力暨,品,品質中心9與Arthur Andersen顧,問,問公司共,同,同發展的,知識管,理,理架構(Knowledge ManagementFramework),，,，結合外,顯,顯與內隱,知,知識的分,類,類理論,TheoreticalBackground,KM Literature Review,知識管理,與,與組織學,習,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,合Moore的學,習,習週期理,論,論11與APQC協同Arthur Andersen顧,問,問公司發,展,展的知,識,識管理架,構,構9,TheoreticalBackground,KMLiteratureReview,校園,知,知識,層,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),以本,體,體論(Ontological)的,觀,觀點,來,來看,，,，將,組,組織,知,知識,層,層級,分,分為,個,個人,、,、群,體,體、,組,組織,、,、跨,組,組織8，,參,參酌,此,此知,識,識層,次,次結,構,構的,理,理論,，,，規,劃,劃學,校,校知,識,識層,級,級(KnowledgeLevels)，,劃,劃分,為,為六,個,個層,次,次依,序,序為,個,個人,、,、班,級,級(,課,課程)、,系,系所,、,、院,部,部、,跨,跨校,層,層次,。,。,Maturana13則,將,將組,織,織的,知,知識,體,體系,稱,稱之,為,為知,識,識樹(KnowledgeTree),，,，這,是,是個,有,有趣,且,且富,創,創意,的,的類,比,比方,式,式，,我,我們,也,也根,據,據這,樣,樣的,精,精神,發,發展,數,位,位華,岡,岡,的,的知,識,識樹,，,，從,根,根部,、,、樹,軀,軀幹,、,、樹,幹,幹、,枝,枝幹,、,、小,枝,枝幹,、,、再,至,至各,單,單獨,的,的樹,葉,葉,TheoreticalBackground,KMLiteratureReview,Enablers,完善,的,的資,訊,訊基,礎,礎建,設,設,Technology,激勵,及,及適,切,切的,組,組織,性,性機,制,制,Strategy,Leadership,Measurement,學習,導,導向,的,的組,織,織文,化,化,Culture,use,create,identify,collect,organize,share,adapt,K,K,explicit,tacit,Technology,Technology,Measurement,Measurement,Culture,Culture,Leadership,Leadership,Strategy,Strategy,Process,Process,Enablers,use,create,identify,collect,organize,share,adapt,K,explicit,tacit,Technology,Technology,Measurement,Measurement,Culture,Culture,Leadership,Leadership,Strategy,Strategy,Process,Process,Enablers,TheoreticalBackground,KMLiteratureReview,use,create,identify,collect,organize,share,adapt,知識,顯,隱,領,導,導,知識,管,管理,知識,管,管理,觸,觸媒,應用,領,領域,科,技,技,衡,量,量,文,化,化,策 略,服務,行,政,政,教,學,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,媒,資訊管理,Support,Decision Making,Support,Organization Learning,Framework,TheeffectofCognitivestyle&modeltypeonDSSacceptance:AnempiricalStudy,Periodicalpaper,European Journal ofOperational Research131(2001)649-663,EJoOR-2001,Research Model,Correlation/Path Analysis,An Exploring ontheEffects ofLearningstyleon the Acceptance of Blendede-LearningSystems,(conference paper),2003,Introduction,TheoreticalBackground,Research Model,Measure andMethodology,Findings andDiscussion,3rd InternationalConference onTechnology in Teaching and Learningin Higher Education,July 14-16,2003Heidelberg,Germany,This paper presentsa pathanalytic model ofstudents acceptance ofblended coursewarefrom the perspectives ofindividuals learning styles,beliefs andattitudes.Another contribution ofthis study is tointegrate learningstyles withthe popularTAM modelas a new theoretical frameworkto examinethe acceptance ofe-learning systems.,TAM,TRA,TBP,TAM2,1975,Fishbein andAjzen,s,Ajzenet al,(1985),Davidet al,(2000),Davis,1980),TheoreticalBackground,Adoption Models,TAM,adominant model,proposed by Davis(1980)was adaptedfrom the TRAmodel.Muchresearch inthe last two decades impliesthat TAM isone ofthe most widely cited and influential models.According toTAM,the usage ofsystemis highly correlated with thebehavior intention,which isl