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系統識別號 U0002-2507201023581400
中文論文名稱 網路社群成員表現評選之群體決策支援系統的建構─台灣中學生英語廣泛閱讀推動計畫之支援
英文論文名稱 Establishment of a GDSS for Ranking Participants of Web 2.0 Community – Supporting an Extensive English Reading Program for High School Students in Taiwan
校院名稱 淡江大學
系所名稱(中) 管理科學研究所企業經營碩士在職專班
系所名稱(英) Executive Master's Program of Business Administration in Management Sciences
學年度 98
學期 2
出版年 99
研究生中文姓名 謝狀輝
研究生英文姓名 Chuan-Hwei Seah
學號 796620309
學位類別 碩士
語文別 中文
口試日期 2010-06-10
論文頁數 119頁
口試委員 指導教授-時序時
共同指導教授-郭經華
委員-楊接期
委員-陳孟彰
委員-李旭華
中文關鍵字 網路社群  英語廣泛閱讀  群體決策支援系統  多準則決策  分析層級程序法  排序與選擇 
英文關鍵字 Online community  Extensive english reading  Group decision support systems (GDSS)  Multiple criteria decision making (MCDM)  Analytical hierarchy process (AHP)  Ranking and selection 
學科別分類 學科別社會科學管理學
中文摘要 世界已進入到知識經濟的時代,閱讀學習近年來被視為國家競爭力的重要影響因素之一,本研究以一國內中學生網路學習社群作為實務對象,建構一個群體決策支援系統 (Group Decision Support System, GDSS) ,輔助專家們在該社群中推動全國廣泛閱讀活動並從眾多參與者中評選出優秀成員頒予獎勵,提升閱讀活動之管理與決策效率。同時,藉此活動的推動與獎勵機制,促進社群正面發展與不斷改善,以達到社群長期經營培養全國青年學子們自發性的閱讀習慣之目的。
隨著全球資訊網及Web 2.0技術快速發展,許多企業或非營利組織將網路社群的經營作為重要策略之一,以期與組織內、外部成員共創知識價值。如何提供即時、有效的網路社群經營決策支援服務,是為當今實務應用與研究的重要課題。在網路社群中舉辦活動是一個繁雜且不易掌握的過程,閱讀學習的多面向也使得評選得獎者的工作難以精確掌握。本研究首先對個案之網路學習社群環境與活動需求進行分析,設計不同階段的決策程序,並融入多準則決策與群體決策技術於系統設計中。在社群優秀成員評選流程中,運用分析層級程序法 (Analytical hierarchy process, AHP) 、簡單加權法、評分法及腦力激盪法等決策技術,協助專家們設置各獎項所鼓勵目標及其考量,將網路社群中各種學習構面歸納,且建構出各獎項之評選準則之架構,以利篩選與評分等工作執行,使得評選決策更具客觀性和全面性,也同時減輕了專家們的大量工作負擔。透過本系統的輔助,專家們能便捷地推動全國中學生英語廣泛閱讀活動,且即時地瞭解社群成員間的互動與學習表現,以適時在社群中引導學習行為或激勵社群中互助力量,多方面地提高整體社群成員之學習動機與閱讀興趣,以擴展本身文化視野及提升語文溝通能力。
本決策支援系統以系統雛型法 (Prototyping) 進行開發,同時應用物件類別、模組等元件再利用概念進行程式設計,提高開發速度和未來維護效率。系統並以網頁使用介面 (Web-based interface) 設計呈現,採取即時的資料庫彙集機制,以方便專家們即時地掌握社群狀態以及進行討論。配合Web 2.0機制的網路學習社群與教學平台,參與閱讀推動活動的任課教師也可從系統中瞭解學生們之各項學習成效和表現,將閱讀學習進一步在課堂上延伸落實,以擴大此計畫之成效。此系統業已實現於2010年台灣中學生英語線上閱讀挑戰活動 (IWiLL Reading Challenge) ,此活動超過一萬四千位學生參與,系統改善了活動管理與進行,師生皆感受此活動更多元化和有趣,社群意識與知識分享的提升也有助於社群之經營。
英文摘要 Today, the global has entered the era of knowledge-based economy and learning by reading has been regarded as one of the critical factors related to the competitiveness of a country. The intent of this research is to build a group decision support system (GDSS), targeted on online-learning community of the high school students, in order to not only facilitate the national extending reading campaign by identifying and rewarding the diligent learners, but also intrigue interests of continuing reading by promoting collaborations among online-learning community members.
Given the rapid development with wildly used World Wide Web (WWW) and Web 2.0 technology, many enterprises and non-profit organizations as well regard online community operation tactic as one of the major business strategies to create value of knowledge. However, one of greater concerns today is how to support online community service with timing and effective management decisions. Evidently, it’s strenuous to manage online community activities. Moreover, it’s complicated to identify hard-working learner due to the complexity of online learning by reading. In this research, we analyze the online community learning environments as well as community expectations and employ multiple criteria decision marking (MCDM) technique in the GDSS. These techniques mainly include: analytical hierarchy process (AHP), simple additive weighting method, brainstorming, and communication tools. In the process, moderators can easily utilize above tools provided by the system in selecting varieties of award-winners from different perspectives, e.g., the most viewed, the most favorable reviewers and blogs. This selection process will not only be objective and comprehensive, but also can reduce the work loads for the moderators. In addition, moderators can promote extensive reading via this system – to monitor the online community activities and individual performance so as to provide positive timing feedback and inspiration among online community. Ultimately, the goal is to increase the interest of reading and to improve the English skills among online community members.
GDSS starts with a prototyping process employing object, class, and module concepts in programming design to speed up the development cycle and increase the maintenance efficiency. Besides, GDSS uses Web-based interface display with database functionality to provide moderators the real time inquiry capability. With the help of Web 2.0 technology and internet teaching platform, teachers who participate in the extensive english reading program can trace their students’ performance through GDSS and extend the reading program beyond the classroom. Meanwhile, the GDSS has been employed in 2010 IWiLL Reading Challenge program which has more than 14,000 high school participants in Taiwan. Evidently, GDSS not only increases cohesion power within IWiLL community by sharing the knowledge and opinions but also facilitates the management of online community by intriguing intensive involvements from teachers and students as well.
論文目次 目錄

第一章 緒論 1
1.1 研究背景與動機 1
1.2 研究目的 4
1.3 研究流程 5
1.4 研究範圍與限制 7
第二章 文獻探討 8
2.1 網路學習社群 8
2.1.1 社會網路 8
2.1.2 虛擬社群的定義與類型 9
2.1.3 網路學習社群的定義 14
2.1.4 網路學習社群的知識分享行為 14
2.1.5 社群經營的要點 19
2.2 決策支援系統 24
2.2.1 決策支援系統定義 24
2.2.2 多準則決策分析 27
2.2.3 群體決策支援系統 30
2.2.4 系統開發 32
2.3 英語廣泛閱讀社群經營 35
2.3.1 英語廣泛閱讀定義 35
2.3.2 閱讀能力表現 37
2.3.3 廣泛閱讀方法 39
2.3.4 網路讀書會 40
2.4 小結 43
第三章 研究方法與執行步驟 44
3.1 研究架構 44
3.2 研究方法與執行步驟 45
3.2.1 系統需求分析階段 46
3.2.2 決策流程分析與設計階段 50
3.2.3 系統設計與建置階段 52
3.2.4 實務應用與評選階段 53
3.3 小結 53
第四章 群體決策支援系統之建構 54
4.1 得獎者評選流程分析與設計 54
4.1.1 評選優秀成員評估準則層級之建構 55
4.1.2 各獎項評估準則之篩選 57
4.1.3 各獎項評估準則之權重分析 60
4.1.4 專家進行評分 67
4.1.5 綜合結果 68
4.2 決策支援系統設計與建置 69
4.2.1 系統架構分析 69
4.2.2 系統框架與模組分析 71
4.2.3 系統類別結構規劃與設計 74
4.2.4 程序處理流程圖 80
4.3 小結 85
第五章 實務應用分析 86
5.1 閱讀挑戰活動企劃與社群服務 90
5.1.1 活動前期企劃的支援 91
5.1.2 活動進行中的資訊統計與支援 93
5.2 閱讀挑戰活動得獎者評選步驟 94
5.3 系統效能評析 99
5.3.1 舉辦活動對社群之影響 99
5.3.2 決策支援系統對活動管理與進行之影響 104
第六章 結論與建議 108
6.1 研究結論 108
6.2 建議 110
參考文獻 112



表目錄
表1-1 研究各階段說明 5
表2-1 各學者對於虛擬社群定義 9
表2-2 虛擬社群構成的要素 11
表2-3 決策支援系統的特性 26
表2-4 腦力激盪法的優缺點比較 31
表2-5 網路讀書會機制與模組內涵檢核表 41
表3-1 活動辦理各階段之工作內涵 47
表3-2 學習部落格(My Cube)系統功能 49
表3-3 教學平台(IWiLL Campus)系統功能 49
表4-1 活動評選準則說明 57
表4-2 悅讀獎評選準則 58
表4-3 優質Cube獎評選準則 58
表4-4 學習家評選準則 58
表4-5 準則評量尺度 61
表4-6 「學習家」獎各構面之評比矩陣(專家1) 62
表4-7 「學習家」獎構面 A之各準則評比矩陣(專家1) 62
表4-8 各構面之評比矩陣及特徵向量(專家1) 63
表4-9 構面 A之各準則評比矩陣及特徵值(專家1) 63
表4-10 隨機指標 (Random Index) 參考表 63
表4-11 綜合六位專家之各構面之各準則評比矩陣及其他計算值 64
表4-12 綜合六位專家之A構面之各準則評比矩陣及其他計算值 64
表4-13 構面A之各準則原始分數 65
表4-14 構面A之各準則標準化分數(原始分數/該項最大值) 65
表4-15 構面A之各準則加權分數 66
表4-16 構面A、B、C及D各別之加權分數 66
表4-17 各專家評分結果 67
表4-18 綜合專家評選之總分 68
表4-19 最後結果 68
表4-20 資料層模組 72
表4-21 資料介面層模組 72
表4-22 系統工具模組 73
表4-23 決策活動管理模組 73
表4-24 學習活動支援模組 73
表4-25 評選演算模組 73
表4-26 決策活動管理介面模組 74
表4-27 學習活動支援介面模組 74
表4-28 Support.Data類別說明 76
表4-29 Support.Kernel類別說明 78
表4-30 Support.User類別說明 80
表4-31 系統之評選步驟流程 84
表4-32 群體決策支援系統建構環境 85
表4-33 群體決策支援系統程式設計工具 85
表5-1 活動前期企劃工作之比較 105
表5-2 活動進行期間工作之比較 105
表5-3 評選得獎者工作之比較 106


圖目錄
圖1-1 研究流程圖 6
圖2-1 虛擬社群的六大構成要素 11
圖2-2 虛擬社群的報酬遞增模式 19
圖2-3 虛擬社群成員發展的四個階段 22
圖2-4 虛擬社群成員型態 23
圖2-5 決策支援系統架構圖 25
圖2-6 決策支援系統理想的特徵與能力 27
圖3-1 研究架構 44
圖3-2 系統雛型法的過程 45
圖3-3 教師行動團隊於閱讀挑戰活動辦理之工作流程 46
圖3-5 閱讀挑戰活動企劃與社群服務之決策流程與方法 51
圖3-6 閱讀挑戰活動得獎者評選之決策流程與方法 52
圖4-1 準則層級建立與評選之流程 54
圖4-2 閱讀書籍的數量、頻率及喜好構面之準則架構圖 55
圖4-3 主動與他人分享構面之準則架構圖 55
圖4-4 積極參與他人,貢獻社群構面之準則架構圖 56
圖4-5 獲得他人肯定構面之準則架構圖 56
圖4-6 分享知識品質準則架構圖 56
圖4-7 學習家獎項之準則層級架構 60
圖4-8 學習社群活動支援系統架構 69
圖4-9 系統模組架構 71
圖4-10 Support.Data類別圖 76
圖4-11 Support.Kernel類別圖 78
圖4-12 Support.User類別圖 79
圖4-13 建立新活動流程圖 81
圖4-14 前期企劃流程圖 82
圖4-15 活動進行流程圖 83
圖4-16 活動評選流程圖 84
圖5-1 IWiLL社群首頁與各熱門書籍討論 86
圖5-2 個人學習部落格 (My Cube) 87
圖5-3 線上讀書會 87
圖5-4 閱讀活動交流 88
圖5-5 閱讀理解力測驗 88
圖5-6 決策支援系統入口 89
圖5-7 決策成員個人首頁 89
圖5-8 決策活動與決策群體管理 90
圖5-9 活動書單訂定 91
圖5-10 活動議事討論與辦法訂定 92
圖5-11 學習獎勵與準則門檻值訂定 93
圖5-12 活動進行中資訊統計 94
圖5-13 初步篩選出候選名單 95
圖5-14 評審團進行各準則之成對比較 96
圖5-15 初步排名結果與設定 97
圖5-16 專家針對社群成員分享之品質評分 98
圖5-17 最終排名結果與各構面分數 99
圖5-18 學習社群會員發展 100
圖5-19 成員平均每兩週登入次數 100
圖5-20 活動參與者/非參與者成員 之平均好友人數比較 100
圖5-21 活動獲獎者/未獲獎者成員 之平均好友人數比較 100
圖5-22 活動參與者/非參與者成員 邀請他人成為好友次數比較 101
圖5-23 活動獲獎者/未獲獎者成員 邀請他人成為好友次數比較 101
圖5-24 活動進行第三週某兩位教師之班級成員關係與互動連結示意圖 101
圖5-25 活動結束時某兩位教師之班級成員關係與互動連結示意 102
圖5-26 活動參與者/非參與者成員 之平均文章數量 102
圖5-27 活動獲獎者/未獲獎者成員 之平均文章數量 102
圖5-28 活動參與者/非參與者成員 之平均回應數量 103
圖5-29 活動獲獎者/未獲獎者成員 之平均回應數量 103
圖5-30 活動參與者/非參與者成員 之文章被推薦次數 103
圖5-31 活動獲獎者/未獲獎者成員 之文章被推薦次數 103
圖5-32 活動參與者/非參與者成員 之非活動藏書數 104
圖5-33 活動獲獎者/未獲獎者成員 之非活動藏書數 104
圖5-34 專家評分之優秀學生於不同排序之坐落位置比較 107
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