本研究欲探討「教師權威的運用」在決定選擇網路教學時所扮演的角色，研究對象為私立淡江大學之教師。本研究架構由六個獨立變項和二個依變項所組成。獨立變項包括：電腦自我效能、網路自我效能、內外控取向、行使權力、人口地理資料、以及電腦相關的變項，如：使用電腦的經驗、上網的經驗、每週使用網路的情況等。依變項則包括：網路教學之選擇，以及教師權威在網路教學中的重要性。

本研究以大量文獻探討為基礎，建立出研究架構和研究假說。本論文發展出八個主要假說來評量上述獨立變項與依變項之間的關係。本研究之參與者來自於淡江大學八個學院中的專任教職員。問卷中共包含59個問項，共發出256份問卷﹙佔教職員人員總數的35％﹚，有效回收問卷數為122份。

本研究使用三種鑑別分析來測量本研究模型的可預測性。第一種鑑別是使用過網路教學者和未使用過網路教學者。第二種鑑別是未來將會使用網路教學者與未來不會使用網路教學者。第三種鑑別是在網路教學上覺得權力行使很重要的使用者與覺得權力行使不重要的使用者。

研究結果發現，電腦自我效能是決定使用網路教學的重要因素，性別為權力行使在網路教學很重要的使用者的決定因素 本論文所採用的研究模式還不夠完善。因此，若要發掘淡江大學選用網路教學背後真正的原因，仍有待未來更進一步的研究。

The present study planed to identify the role of the exercise of authority in faculty decision to adopt Web-based instruction at Tamkang University. The proposed model of the study was composed by six groups of variables as independent variables: computer self-efficacy, internet self-efficacy, locus of control, exercise of authority, demographic data (age, rank, gender) and computer-related variables (computer experience, internet experience and weekly internet usage) and two dependent variables: adoption of Web-based instruction and perceived importance of authority in Web-based instruction.
A broad related literature review was made to build the framework of the study and to develop research hypotheses. Eight principal hypotheses were developed to measure relationships between the above independent variables with the adoption of Web-based instruction and with the perceived importance of authority in Web-based instruction. 
The participants of the survey were full-time faculty in each of the eight colleges at Tamkang University. A questionnaire of 59 items was sent to 256 faculty members (35% of total number of faculty) and 122 responses were collected.
Three discriminant analyses were performed to measure the predictability of our model. The first one was to discriminate the current adopters from the current non-adopters of Web-based instruction; the second discriminant analysis was for future adopters from future non-adopters of Web-based instruction and the last one for those who perceived authority as important in Web-based instruction from those who were not.
The results show computer self-efficacy as discriminator for Web-based instruction adoption and gender as discriminator for perceived importance of authority in Web-based instruction. But the model used was less desirable and future research would be needed if we intend to find the real reasons behind the adoption of Web-based instruction at Tamkang University.

Content
Chapter 1:  Introduction ….…………………...…1
1.1.   Background…………………………......…..1
1.2.   Significance of the study.………….…...4
1.3.   Purpose of the study…………………………5
1.4    Organization of the study……….......…5
Chapter 2:  Literature review ……….………..…6
2.1.   Faculty demographics and  background....6
2.2.	Computer and internet self-efficacy...7
2.3.	Locus of control……….………..….….12
2.4.	Authority………….……….………......19
2.5.	Web-based instruction (WBI) ………….22
2.6.	Theoretical framework…………………..27
2.7.	Operational definition……..………….30
2.8.	Research hypotheses……….…………….31
2.9.	Delimitations……….……………...…..34
Chapter 3:  Research methodology ……………….35
3.1.     Sampling design………………..…………35
3.2.	Participants.........................35
3.3.     Instrumentation……………………………36
3.4.	Data analysis………………….…….....39
Chapter 4: Statistical Results ………………….40
4.1: Response rates……………........…...……40
4.2: Reliability analysis……………........….42
4.3: Data transformations………………………….44
4.4: Descriptive statistics……………………….45
4.5: Correlation analysis………………………….50
4.6: Discriminant analysis…………………………51
Chapter 5: Discussion ……………………………. 57
5.1: Demographic data……………………………….58
5.2: Computer-related variables………………….60
5.3: Computer and internet self efficacy………62
5.4: Locus of control………………………….....64
5.5: Exercise of authority……………..…………66
Chapter 6: Conclusion ………………………………69
6.1: Summary …………..…………………………….69
6.2: Further research.........................70
6.3: Limitations…………………………………....72
References …………………………..........…….73
Appendix………………………………………………..88

Tables and Figure

Tables
Table1: Number of faculty at Tamkang University…………………………………………..……….35
Table 2: Responses rate…………………………………………………………………………..…...41
Table 3: Reliability analysis…………………………………………………………………………..44
Table 4: Demographic data and computer related variables to adoption of WBI…………………….45
Table 5: T-test of current adopter and current non-adopters of WBI in terms of demographics…..…47
Table 6: T-test of future adopters and future non-adopters of WBI in terms of demographics……....47
Table 7: Importance of authority in WBI by demographics and computer related variables…….…..48
Table 8: T-test of perceived importance of authority WBI in terms of demographics……………….49
Table 9: Table of correlation analysis………………………………………………………………..51
Table 10: Test results for the equality of covariance matrices……………………………………….52
Table 11: Standardized canonical discriminant function coefficient……………………………..…53
Table 12: Classification results for current and future faculty adopter of WBI…………………….55
Table 13: Classification results for perceived importance of authority in WBI…………………….56
Table 14: Hypothesis results………………………………………………………………….…….57
Figure
Figure 1:  Research framework…………………………………………………………………….29

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