全球在後疫情時代面臨數位經濟國際競爭與發展需求，跨域資訊科技能力數位學習系統現已成為台灣企業暨各國政府競相發展以培育跨域資訊科技能力相關人才的重要工具。因此，本研究旨在探究資訊素養、資訊科技涉入度、科技使用行為意圖這些影響因素間對於跨域資訊科技能力數位學習成效所具有的實質影響。
本研究針對共同使用政府已建構跨域資訊科技能力數位學習課程平台之參與企業所屬員工進行立意取樣問卷調查，確認影響企業成員個體跨域資訊科技能力數位學習成效之影響因素，理論推導以建構出本研究「企業員工跨域資訊科技能力數位學習系統數位學習成效評估模型」，並且以結構方程模式分析程序實證與分析跨域資訊科技能力數位學習成效相關影響因素及其效果與路徑關係。
本研究發現總結有五項結論：(一)已探究出資訊素養、資訊科技涉入度、科技使用行為意圖及其構面對於跨域資訊科技能力數位學習成效皆為重要影響因素和主要關鍵因素；(二)已建構出能有效評估企業員工數位學習成效之結構方程模式；(三)已實證分析與跨域資訊科技能力數位學習成效相關之影響因素及其效果且驗證各變項間所有路徑關係暨研究假設皆成立；(四)經由競爭模式分析成功已找出最佳評估模式。

Taiwan’s enterprises and organizations recognize the talent cultivation of cross-boundary IT competency is a significant research issue. Due to the apace and leapfrog growth of information communication technology, these enterprises and organizations had implemented cross-boundary IT competencies e-learning system as a major e-learning platform and transfer tool of knowledge, skill and abilities to enhance their working employees’ competence and increase enterprise competitiveness.
The research purpose was to identify these affecting factors that influenced the e-learning effectiveness of organizational members in the process of importing cross-boundary IT competencies e-learning system into Taiwan’s enterprises and organizations, and to assess and determine how the factors affect their e-learning effectiveness and all existing related influential effects, including direct, indirect and mediation effect.
The research constructed and developed an evaluation model (structural equation modeling [SEM]) of e-learning effectiveness of cross-boundary IT competencies e-learning system for Taiwan’s enterprises and organizations, also implemented pre-test and formal questionnaire survey. Consecutive statistical data analysis and follow-up processes included and operated inside SPSS and SPSS Amos.
This study used the purposive sampling questionnaire survey method to conduct follow-up sampling surveys on the employees of cooperative enterprises who have used the e-learning courses system platform of cross-boundary IT competency as the sampling population of this study, so as to facilitate the distribution and collection of questionnaires and subsequent data processing to complete confirmatory analysis and structural equation model analysis and other empirical analysis procedures. The test results of the fit measurement index of the measurement model in this study show that all the variable constructs are in line with reasonable values and have a reasonable fit, which shows that the fit of each construct in this study is within the range of good and reasonable model fit; in this study, the fit of the overall SEM model can also be judged as a reasonable range of model fit; this study followed the research results obtained from the SEM empirical analysis and implements the research hypothesis testing procedure.
The path analysis of the SEM model of this study and all research hypotheses are valid, that is, information literacy has a significant positive impact on the effectiveness of digital learning across domains of information technology capabilities; information literacy has a significant positive impact on behavior intention to use technology; information literacy has a significant positive impact on the impact of behavior intention to use technology, information technology involvement can exert a significant positive moderating effect (that is, the interaction effect of the adjustment variable itself reaches a positive significance, so it shows that the information technology involvement degree is between information literacy and behavior intention to use technology It has a positive and significant moderating effect); behavior intention to use technology has a significant positive impact on the e-learning effectiveness of cross-boundary IT competency e-learning.

ㄧ、中文部分
王俊明（1999）。問卷與量表的編製及分析方法。體育測驗與評價，139-158。https://physical.ntsu.edu.tw/var/file/12/1012/img/451/004.pdf
方瑀紳、李隆盛（2014）。臺灣數位學習的成效與研究：2000-2011年間國內外研究文獻的回顧與綜整。教育資料與圖書館學，51 (特刊)，27-56。https://doi.org/DOI:10.6120/JoEMLS.2014.51S/0634.RV.CM
行政院數位國家創新經濟推動小組（2017）。培育跨域數位人才行動計畫（數位國家·創新經濟發展方案_主軸行動計畫_主軸五_培育跨域數位人才行動計畫_DIGI+方案_附件合訂本）。https://drive.google.com/file/d/0B3y3eToRMV-_bE05eGVnem5scHM/view
行政院數位國家創新經濟推動小組（2017）。數位國家．創新經濟發展方案（2017～2025年）（核定本）。https://digi.nstc.gov.tw/File/19DE94E9424E9457
行政院國家科學委員會（2002）。數位學習國家型科技計畫。http://wiki.teldap.tw/index.php?title=%E6%95%B8%E4%BD%8D%E5%AD%B8%E7%BF%92%E5%9C%8B%E5%AE%B6%E5%9E%8B%E7%A7%91%E6%8A%80%E8%A8%88%E7%95%AB
何希慧、彭耀平（2016）。臺灣與中國大陸深圳地區大學生學習動機與學習成效發展之比較：以學習模式為中介變項。教育實踐與研究，29(1)，139-171。
吳兆欣、包怡芬（2018）。銀髮族參與高爾槌球運動社會支持與幸福感之研究。運動研究，27(1)，1-13。https://doi.org/10.6167/JSR.201806_27(1).0001
吳維慈、高震峰（2012）。互動式電子白板融入國小高年級視覺藝術教學之實驗研究。藝術教育研究，24，1- 42。
吳麗珍（2014）。方便取樣和立意取樣之比較。護理雜誌，61(3)，105-111。https://doi.org/10.6224/JN.61.3.105
林天印（2008）。國民中小學行政人員人格特質、資訊素養對工作績效影響之研究—以高屏地區為例〔未出版之博士論文〕。國立屏東教育大學。
邱貴發（1992）。電腦輔助教學成效探討。視聽教育雙月刊，33(5)，11-18。
邱皓政（2004）。結構方程模式。雙葉書廊。
胡龍騰、蕭乃沂（2019）。跨域資訊科技能力發展策略與教學個案發展（行政院國家發展委員會NDC-MIS-107-003委託研析報告，受委託單位：臺灣電子治理研究中心，計畫主持人：胡龍騰，協同主持人：蕭乃沂）。國家發展委員會。https://oldsite.teg.org.tw/files/research/2019848342908/04_107_%E8%B7%A8%E5%9F%9F%E6%95%B8%E4%BD%8D%E8%81%B7%E8%83%BD%E7%99%BC%E5%B1%95%E7%AD%96%E7%95%A5%E8%88%87%E6%95%99%E5%AD%B8%E5%80%8B%E6%A1%88%E7%99%BC%E5%B1%95_(0222%E5%AE%8C%E6%88%90%E7%89%88).pdf
張基成、徐郁昇（2011）。高職學生電工機械混成式數位學習效果。科學教育學刊，19(6)，549-579。https://doi.org/10.6173/CJSE.2011.1906.04
張偉豪（2011）。SEM論文寫作不求人。三星統計。
郭彥谷（2021）。國際企業外派人員主動性人格、文化智商、跨文化溝通能力與團隊績效之關聯性研究〔未出版之博士論文〕。國立臺灣師範大學。
陳怡霖（2017）。國際數位技能培訓策略之研析。國家發展委員會。https://ws.ndc.gov.tw/001/administrator/10/relfile/0/11615/7d9e04a0-977e-4c0a-9248-3fb953c4572b.pdf
陳思婷（2020）。跨國企業外派員工工作績效、知覺組織支持與 承諾型人力資源管理關係之研究─駐地國員工協助意願與價值觀一致性之調節效果〔未出版之博士論文〕。國立臺灣師範大學。
陳曉萍、汪曼穎（2006）。品牌知名度與產品涉入度對於品牌表徵的影響。中華心理學刊，48(3)，235-254。https://doi.org/10.6129/CJP.2006.4803.02
陳莉雅、 孫郁菁、鄭靜如、潘美連、 劉介宇、邱淑芬（2022）。以資訊系統成功模式評值護理人員使用疼痛照護系統之成效。護理雜誌，69(1)，63-72。https://doi.org/10.6224/JN.202202_69(1).09
陳寬裕、王正華（2022）。論文統計分析實務：SPSS與AMOS的運用（第四版）。五南圖書出版股份有限公司。
陳憶芬、林大森（2021）。就業職能與職業距離對薪資之影響：社工勞力市場之檢視。臺灣教育社會學研究，21(2)，1-59。https://doi.org/10.53106/168020042021122102001
彭耀平、陳榮政、何希慧（2018）。大學生學習模式與學習成效間關聯之研究：深度取向學習投入為中介變項。課程與教學季刊，21(1)，133-158。https://doi.org/10.6384/CIQ.201801_21(1).0006
曾淑美、林吉村（2014）。資訊科技涉入度與學習成效之探討—以資訊科技採用意圖為中介變數。資訊、科技與社會學報，22，61-86。
程秋萍（2008）。在職學生資訊素養與職業技能相關性之研究：以國立臺北商業技術學院為例。圖書與資訊學刊，66，89-106。https://doi.org/10.6575/JoLIS.2008.66.06
黃芳銘（2004）。社會科學統計方法學—結構方程模式。五南圖書出版股份有限公司。
黃思華（2011）。以Veenstra同心圓理論建構國民小學教師資訊素養模型及其影響因素之研究〔未出版之博士論文〕。國立臺北教育大學。
楊國德（2014）。職場學習是職涯發展的關鍵要素。國家文官學院T&D飛訊第187期，1-18。
楊蕙芬（2019）。臺灣非正規教育課程教學策略與學習成效之研究。當代教育研究季刊，27(1)，79-112。https://doi.org/10.6151/CERQ.201903_27(1).0003
經濟部工業局（2019）。跨域數位人才加速躍升計畫（DIGI+Talent Accelerator & Jumpstart Program）（由經濟部工業局主辦，跨域數位人才加速躍升計畫辦公室執行）官方網頁公告資訊。https://www.digitalent.org.tw
廖珮妏、余鑑、于俊傑（2012）。應用整合型科技接受模式與創新擴散通用模型於企業導入數位學習之多層次分析。電子商務學報，14(4)，657-687。https://doi.org/10.6188/JEB.2012.14(4).04
蕭乃沂、李蔡彥（2018）。數位治理人力資本與職能策略研析調查（行政院國家發展委員會NDC-MIS-106-002委託研析報告，期末報告修正本]，受委託單位：臺灣電子治理研究中心，計畫主持人：蕭乃沂，協同主持人：李蔡彥）。國家發展委員會。 https://www.teg.org.tw/files/research/1505787636501/02_%E6%95%B8%E4%BD%8D%E6%B2%BB%E7%90%86%E4%BA%BA%E5%8A%9B%E8%B3%87%E6%9C%AC%E8%88%87%E8%81%B7%E8%83%BD%E7%AD%96%E7%95%A5%E7%A0%94%E6%9E%90%E8%AA%BF%E6%9F%A5.pdf
蕭文龍（2016）。統計分析入門與應用：SPSS中文版+SmartPLS 3 （PLS-SEM）。碁峰資訊股份有限公司。
蕭文龍、陳世智（2018）。AMOS結構方程模式最佳入門實用書。碁峰資訊股份有限公司。
賴協志（2013）。學生學習本位之學校效能整合型研究子計畫五 「學習態度對學生學習與學校效能影響之研究」期末報告（執行單位：國家教育研究院，研究主持人：賴協志）。國家教育研究院。https://rh.naer.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dirproject&s=id=%22RP000000000413%22.&searchmode=basic
羅希哲、溫漢儒、曾國鴻（2007）。概念構圖融入電腦輔助教學法應用於綜合高中學生化學科之學習成效及態度之研究。科學教育學刊，15，169-194。https://doi.org/10.6173/CJSE.2007.1502.03
嚴佳代（2021，5月31日）。20210531 AMOS中介調節操作。國立臺灣海洋大學教育研究所高等教育統計學線上教學影音簡報內容。https://www.youtube.com/watch?v=iN8NZprt-mU
嚴銘政、黃寶園（2019）。翻轉教室對國中小學生學習成效影響之統合分析。教育心理學報，51(1)，23-50。https://doi.org/10.6251/BEP.201909_51(1).0002
二、英文部分
Ajzen, I. & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Prentice-Hall.
Ajzen, I. (1985). From intentions to action: A theory of planned behavior. In J. Kuhl & J. Beckman (Eds.), Action control: From cognitions to behaviors (pp. 11-39). Springer. https://doi.org/10.1007/978-3-642-69746-3_2
Ajzen, I. (1988). Attitudes, personality, and behavior. Dorsey.
Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human decision processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-T
Andrews, J. C., Durvasula, S. & Akhter, S. H. (1990). A framework for conceptualizing and measuring the involvement construct in advertising research. Journal of Advertising, 19(4), 27-40. https://www.jstor.org/stable/4188777
Association of College & Research Libraries (2000). Information literacy competency standards for higher education. https://alair.ala.org/bitstream/handle/11213/7668/ACRL%20Information%20Literacy%20Competency%20Standards%20for%20Higher%20Education.pdf?sequence=1&isAllowed=y
Bagozzi, R., & Yi, Y. (1988). On the Evaluation of Structural Equation Models. Journal of the Academy of Marketing Sciences, 16, 74-94.
http://dx.doi.org/10.1007/BF02723327
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. https://doi.org/10.1037/0022-3514.51.6.1173
Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238-246. https://doi.org/10.1037/0033-2909.107.2.238
Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588–606. https://doi.org/10.1037/0033-2909.88.3.588
Bentler, P. M., & Wu, E. J. C. (1993). EQS/Windows user’s guide. BMDP Statistical Software.
Blackwell, R. D., Miniard, P. W., & Engel, J.F. (2006). Consumer Behavior (10th edition). Thomson South-Western.
Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Longmans.
Bollen, K. A. (1989). A new incremental fit index for general structural equation models. Sociological Methods & Research, 17(3), 303-316. https://doi.org/10.1177/0049124189017003004
Bruce, C. S. (1999). Workplace experiences of information literacy. International Journal of Information Management, 19(1), 33-47. https://doi.org/10.1016/S0268-4012(98)00045-0
Bruce, C., Hughes H., & Somerville, M. M. (2012). Supporting informed learners in the twenty-first century. Library trends, 60(3), 522-545. https://doi.org/10.1353/lib.2012.0009
Celsi, R. L., & Olson, J. C. (1988), The role of involvement in attention and comprehension processes, Journal of Consumer Research, 15(2), 210-224. https://doi.org/10.1086/209158
Cheung, G. W. & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233–255. http://dx.doi.org/10.1207/S15328007SEM0902_5
Cohen, J., & Cohen, P. (1983). Applied multiple regression correlation analysis for the behavioral sciences. Lawrence Erlbaum Associates.
Collard, AS., Smedt, T. De., Fastrez, P., Ligurgo, V., & Philippette, T. (2016, October). How is information literacy related to social competences in the workplace? Paper presented at 4th European Conference, ECIL 2016, Prague, Czech Republic. https://dial.uclouvain.be/pr/boreal/object/boreal%3A181604/datastream/PDF_01/view
Compeau, D. R. & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19(2), 189-21. https://doi.org/10.2307/249688
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–334. https://doi.org/10.1007/BF02310555
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user accept. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Davis, F. D., Bagozzi, R. P. & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two. Management Science, 35(8), 982-1003. https://www.jstor.org/stable/2632151
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace. Journal of Applied Social Psychology, 22(14), 1111-1132. https://doi.org/10.1111/j.1559-1816.1992.tb00945.x
Fan, X., Thompson, B., & Wang, L. (1999). Effects of sample size, estimation method, and model specification on structural equation modeling fit indexes. Structural Equation Modeling, 6, 56-83. https://doi.org/10.1080/10705519909540119
Fishbein, M. & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Addison-Wesley.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.2307/3151312
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
Goldsmith, R. E., & Emmert, J. (1991). Measuring product category involvement: A multitrait-multimethod study. Journal of Business Research, 23(4), 363-371. https://doi.org/10.1016/0148-2963(91)90021-O
Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49(3), 233-240. https://doi.org/10.1037/a0012758
Guilford, J. P. (1965). Fundamental statistics in psychology and education. McGraw-Hill.
Hair, J. F. Jr., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). Prentice-Hall.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Prentice-Hall.
Harrison, D. A., Mykytyn, P. P., & Riemenschneider, C. K. (1997). Executive decisions about adoption of information technology in small business: Theory and empirical tests. Information Systems Research, 8(2), 171-195. https://doi.org/10.1287/isre.8.2.171
Hennink, M. M., Kaiser, B. N., & Weber, M. B. (2019). What influences saturation? Estimating sample sizes in focus group research. Qualitative Health Research, 29(10), 1483–1496. https://doi.org/10.1177/1049732318821692
Henry, J. W., & Stone, R. W. (1994). A structural equation modeling of end-user satisfaction with a computer-based medical information system. Information Resources Management Journal, 7(3), 21-33. https://doi.org/10.4018/irmj.1994070102
Heuwing, B., T. Mandl, and C. Womser-Hacker (2016, September). Combining contextual interviews and participative design to define requirements for text analysis of historical media. Paper presented at Proceedings of ISIC: The Information Behaviour Conference, Zadar, Croatia. http://informationr.net/ir/21-4/isic/isic1606.html
Hinkin, T. R. (1998). A brief tutorial on the development of measures for use in survey questionnaires. Organizational Research Methods, 1(1), 104-121. https://doi.org/10.1177/109442819800100106
Houston, M. J., & Rothschild, M. L. (1978). Conceptual and methodological perspectives in involvement, research frontiers in marketing: dialogues and direction (pp. 184-187). American Marketing Association.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Hung, S. Y., Ku, C. Y., & Chang, C. M. (2003). Critical factors of WAP services adoption: An empirical study. Electronic Commerce Research and Applications, 2(1), 42-60. https://doi.org/10.1016/S1567-4223(03)00008-5
IMD World Competitiveness Center (2019). IMD world digital competitiveness ranking digital competitiveness ranking 2019. https://www.imd.org/globalassets/wcc/docs/release-2019/digital/imd-world-digital-competitiveness-rankings-2019.pdf
Johnson, R. D., Hornik, S. R., & Salas, E. (2008). An empirical examination of factors contributing to the creation of successful e-learning environments. International Journal of Human-Computer Studies, 66(5), 356-369. https://doi.org/10.1016/j.ijhcs.2007.11.003
Jöreskog, K. G., & Sörbom, D. (1993). LISREL8.14: Structural equation modeling with the SIMPLIS command language. Scientific Software International.
Kerlinger, F. N. (1999). Foundations of Behavioral Research (2nd ed.). Holt, Rinehart and Winston.
Kirton, J., & Barham, L. (2005). Information literacy in the workplace. The Australian library journal, 54(4), 365-376. https://doi.org/10.1080/00049670.2005.10721784
Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford Publications.
Levin, M. (2004). Cross-boundary learning systems-Integrating universities, corporations, and governmental institutions in knowledge generating systems. Systemic Practice and Action Research, 17(3), 151-159. https://doi.org/10.1023/B:SPAA.0000031781.48858.00
Liaw, S. S. (2008). Investigating students' perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education, 51(2), 864-873. https://doi.org/10.1016/j.compedu.2007.09.005
Lloyd, A. (2009). Informing practice: Information experiences of ambulance officers in training and on-road practice. Journal of Documentation, 65(3), 396-419. https://doi.org/10.1108/00220410910952401
Lloyd, A. (2010). Information literacy landscapes: Information literacy in education, workplace and everyday contexts. Chandos.
Lloyd, A., Kennan, M. A., Thompson, K. M., & Qayyum, A. (2013). Connecting with new information landscapes- Information literacy practices of refugees. Journal of Documentation, 69(1), 121-144. https://doi.org/10.1108/00220411311295351
Mahmood, M., Batool, S.H., Rafiq, M., & Safdar, M. (2021). Examining digital information literacy as a determinant of women’s online shopping behavior. Information Technology and People, 35(7), 2098-2114. https://doi.org/10.1108/ITP-05-2021-0397
Maringe, F., & Sing, N. (2014). Teaching large classes in an increasingly internationalising higher education environment: Pedagogical, quality and equity issues. Higher Education, 67(6), 761-782. https://doi.org/10.1007/s10734-013-9710-0
McDonald, R. P., & Ho, M. R. (2002). Principles and practice in reporting structural equation analysis. Psychological methods, 7, 64-82. https://doi.org/10.1037/1082-989x.7.1.64
Miller, M. (2005). Learning and teaching in the affective domain: From emerging perspectives on learning, teaching and technology. https://www.academia.edu/25528707/Teaching_and_Learning_in_Affective_Domain
Monge, R., & Frisicaro-Pawlowski, E. (2014). Redefining information literacy to prepare students for the 21st century workforce. Innovative higher education, 39(1), 59-73. https://doi.org/10.1007/s10755-013-9260-5
Moore, G. C., & Benbasat, I. (1991). Development of an instrument to measure the perceptions of adopting an information technology innovation. Information Systems Research, 2(3), 192-222. https://doi.org/10.1287/isre.2.3.192
O’brien, R. M. (2007). A caution regarding rules of thumb for variance inflation factors. Quality & Quantity, 41, 673-690. https://doi.org/10.1007/s11135-006-9018-6
Park, D. H., Lee, J., & Han, I. (2007). The effect of on-line consumer reviews on consumer purchasing intention: The moderating role of involvement. International Journal of Electronic Commerce, 11(4), 125-148. https://doi.org/10.2753/JEC1086-4415110405
Pike, G. R., Kuh, G. D., McCormick, A. C., Ethington, C. A., & Smart, J. C. (2011). If and when money matters: The relationships among educational expenditures, student engagement and students’ learning outcomes. Research in Higher Education, 52(1), 81-106. https://doi.org/10.1007/s11162-010-9183-2
Pike, G. R., Smart, J. C., & Ethington, C. A. (2012). The mediating effects of student engagement on the relationships between academic disciplines and learning outcomes: An extension of Holland’s theory. Research in Higher Education, 53(5), 550-575. https://doi.org/10.1007/s11162-011-9239-y
Popescu, L., Popescu, V., & Iancu, A. (2010). The economic impact of employer investment in training. Economics, Management & Financial Markets, 5(1), 170-175. https://eds.s.ebscohost.com/eds/pdfviewer/pdfviewer?vid=3&sid=4395003d-ecfa-438c-8ad3-afcafe29b4ca%40redis
Raelin, J. A. (2008). Work-based learning: Bridging knowledge and action in the workplace (new and revised edition). Jossey-Bass.
Roca, J. C., Chiu, C., & Martínez, F. J. (2006). Understanding e-learning continuance intention: An extension of the technology acceptance model. International Journal of Human-Computer Studies, 64(8), 683-696. https://doi.org/10.1016/j.ijhcs.2006.01.003
Rogers, E. M. (1995). Diffusion of innovations. Free. https://teddykw2.files.wordpress.com/2012/07/everett-m-rogers-diffusion-of-innovations.pdf
Rosmia, A. R., & Suziani, M. (2019). Digital literacy in the use of technology-based information system (Proceedings of the 2nd International Conference on Educational Sciences, ICES 2018). Advances in Social Science, Education and Humanities Research, 214, 11–13. https://doi.org/10.2991/ices-18.2019.3
Rovai, A. P., Wighting, M. J., Baker J. D., & Grooms, L. D. (2009). Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings. Internet and Higher Education, 12, 7–13. https://doi.org/10.1016/j.iheduc.2008.10.002
Saunders, B., Sim, J., Kingstone, T., Baker, S., Waterfield, J., Bartlam, B., Burroughs, H., & Jinks, C. (2018). Saturation in qualitative research: Exploring its conceptualization and operationalization. Quality and Quantity, 52(4), 1893–1907. https://doi.org/10.1007/s11135-017-0574-8
Schiffman, L. G., & Kanuk, L. L. (2010). Consumer Behavior, Global Edition (10th Edition). Pearson Education.
Sherif, M., & Cantril, H. (1947). The psychology of ego-involvements: Social attitudes and identifications. John Wiley & Sons. https://doi.org/10.1037/10840-000
Snyder, R. A., Raben, C. S., & Farr, J. L. (1980). A model for the systemic evaluation of human resource development programs. Academy of Management Review, 5(3), 431-444. https://doi.org/10.5465/amr.1980.4288869
Sokoloff, J. (2012). Information literacy in the workplace: Employer expectations. Journal of Business ＆ Finance Librarianship, 17(1), 1-17. https://doi.org/10.1080/08963568.2011.603989
Solomon, M. R. (2009). Consumer behavior: buying, having, and being (8th edition). Pearson Education.
Taylor, S., & Todd, P. (1995). Assessing IT usage: The role of prior experience. MIS Quarterly, 19(4), 561-570. https://doi.org/10.2307/249633
Taylor, S., & Todd, P. A. (1995a). Decomposition and cross effects in the theory of planned behavior: A study of consumer adoption intentions. International Journal of Research in Marketing, 12(2), 137-155. http://dx.doi.org/10.1016/0167-8116(94)00019-K
Taylor, S., & Todd, P. A. (1995b). Understanding information technology usage: A test of competing models. Information Systems Research, 6(2), 144-176. https://www.jstor.org/stable/23011007
Torkzadeh, G., Koufteros, X., & Pflughoeft, K. (2003). Confirmatory analysis of computer self-efficacy. Structural Equation Modeling, 10(2), 263-275. https://doi.org/10.1207/S15328007SEM1002_6
Travis, T. (2011). From the classroom to the boardroom: The impact of information literacy instruction on workplace research skills. Education Libraries, 34(2), 19-31. https://doi.org/10.26443/el.v34i2.308
Triandis, H. C. (1977). Interpersonal Behavior. Brooks/Cole.
Ullman, J. B. (2006). Structural equation modeling: Reviewing the basics and moving forward. Journal of Personality Assessment, 87(1), 35–50. https://doi.org/10.1207/s15327752jpa8701_03
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186-204. https://doi.org/10.1287/mnsc.46.2.186.11926
Venkatesh, V., & Morris, M. G. (2000). Why don't men ever stop to ask for directions? Gender, social influence, and their role in technology acceptance and usage behavior. MIS Quarterly, 24(1), 115-139. https://ssrn.com/abstract=3681106
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. https://doi.org/10.2307/30036540
Wang, C. H., Liu, W. L., Tseng, M. C., & Tsai, H. S. (2010). A study of Taiwanese college teachers’ acceptance of distance learning. International Journal of Organizational Innovation, 3(2), 243-260. https://eds.p.ebscohost.com/eds/pdfviewer/pdfviewer?vid=2&sid=cbf1327e-84b8-4cac-9378-a5ca8b9d8166%40redis
Wang, Y. S., Wu, M. C., & Wang, H. Y. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40(1), 92-118. https://doi.org/10.1111/j.1467-8535.2007.00809.x
Zaichkowsky, J. L. (1985). Measuring the involvement construct. Journal of Consumer Research, 12(3), 341-352. https://www.jstor.org/stable/254378
Zurkowski, P. G. (1974). The information service environment relationships and priorities. National Commission on Libraries and Information Science. https://files.eric.ed.gov/fulltext/ED100391.pdf
Rovai A. P., Wighting, M. J., Baker, J. D., & Grooms, L. D. (2009). Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings. Internet and Higher Education, 12, 7–13. https://doi.org/10.1016/j.iheduc.2008.10.002