| 摘要: | 本研究檢選「e等公務園」及「臺北e大」等二個公務人員主要數位學習網站，採用網站公開資訊之自動化擷取方式，替代抽樣性的問卷調查，針對「線上人數」與「總瀏覽人數」，以半小時紀錄一次之頻率，進行2016年全年之數位學習時序資料蒐集。主要研究目的，在分析公務人員日常進行數位學習之學習時序樣態，藉以瞭解並掌握現實之數位學習特徵，進而，再結合半結構式訪談，廣泛徵詢專家之意見與建議，藉以深入探討學習時序樣態之影響因素，俾作為研提改善對策之依據與調整課程策略及提昇學習效能之參考。主要研究結果，依據線上與登入人數逐月平均值由年初至年終所呈現逐漸減少的現象，以及經由每週及每日學習時序樣態分析，可確認公務人員數位學習，普遍皆在上班日，並於上班地點，運用上班時間進行。對應之學習行為，因而具有被動與消極應付之特徵。主要的影響因素，經綜合訪談結果，可歸納：在組織面有政策規範、課程內容、學習文化、獎勵措施；在個人面有學習意願、學習動機及時間彈性運用；在設備面有電腦設備、網路頻寬及空間彈性運用等等。因此，為提升公務人員數位學習的效益，本研究研提之改善建議包括：塑造組織學習文化，端正學習風氣；強化課程與職能結合；運用社團及討論區，結合行動學習，增進自主學習意願與動機。
The purpose of this study is to survey the sequential factors that affect the e-learning patterns of civil servant for further understanding and reviewing the e-learning characteristics. Replacing the method of sampling questionnaire survey, this study focus on selecting two major civil servant e-learning websites, e.q., https://elearning. hrd.gov.tw/index.php and https://elearning.taipei/mpage/ by automatically collecting the public information of the number of “online users” and “total website visitors” with the sampling period of 30 minutes to form the time series data of e-learning throughout the year 2016. Semi-structured interviews with senior e-learning experts and users are also combined to broadly inquiry the opinions and suggestions related to the impact factors and the improvement strategies. Basing on the time series data analyses, the monthly averaged online users show a decreasing trend during the selected year, which implies that most of the civil servant execute e-learning with passive attitudes and perfunctory characteristics. Furthermore, the e-learning patterns presented by the statistics of weekly and daily averaged show that most of the civil servants executing e-learning not only during office hours but also in office. The sequential patterns therefore indicate that civil servants perform e-learning should interfere with office affairs and decrease the work concentration and efficiency. The main impact factors that concluded after this survey and linking up with the opinions and propositions from interviews are: (1) the organization aspects, which include the limitations of e-learning policy and strategy, course varieties, study culture and incentive measures; (2) the personal aspects, which include study aspiration, motivations and feasible time elasticity; (3) the facility and environmental aspects, which include exclusive personal computer, networks, space elasticity, household loads and so on. Regarding to the improvement strategies, the main recommendations as well as the propositions are: cultivating the office e-learning culture, normalizing e-learning fashion, enhancing the usefulness of the courses, enriching the programs associated with the professional needs, consolidating the community interactions, integrating the mobile learning, and improving the self-learning motivations and intentions. |
