影響數位化網路學習滿意度因素之研究

A Study of the Influential Factors on Satisfaction of E-Learning

曾美華(Mei-Hua Tseng)

指導教授 ： 吳肇銘

中原大學/商學院/資訊管理學系/碩士(2006年)

https://doi.org/10.6840/cycu200600672

摘要

根據Gartner Group 的調查，2003 年全球高等教育學校中已實施遠距教學的比例達38%，正在規劃遠距教學的高等教育院校則達49%，顯現全球高等教育院校應用數位學習情形逐漸普及。根據資策會MIC 於2004 年10 月進行線上問卷抽樣調查中，目前使用數位學習（透過光碟、網路、手機、PDA 等數位器材進行學習活動者）的網友比例約為53%，其中以20~29 歲者為最多，佔56％，以職業別而言，上班族、學生使用過數位學習的比重相當，皆為55％。表示未來願意開始或繼續使用數位學習的網友達受訪比例的83%，多數網友表示未來願意繼續或開始使用數位學習的服務，上班族基於便利性、省時等優點，使用數位學習的意願明顯高於其他族群。
展望未來，有鑑於近年來世界各大學均相繼設立線上學習課程，並提供學分與學位，以滿足無法進入傳統大學者之需求，而根據資策會的調查發現，上班族使用數位學習的意願明顯高於其他族群，所以本研究針對164個中山網路大學碩士學分班的學員進行線上問卷調查，以相關分析法及逐步迴歸分析法進行資料分析之結果，發現(一) e-learning課程彈性對學習滿意度有影響、(二)教學活動中的互動程度對學習滿意度有影響、(三)認知有用性對學習滿意度有影響、(四)網路自我效能對學習滿意度有影響(五)學習評估的多樣性對學習滿意度有影響(六)學習風格的干擾效果為：(1)不同學習風格其網路自我效能對滿意度有差異；(2)不同學習風格其教學活動中的互動程度對滿意度有差異；(3)不同學習風格其e-learning課程的彈性對滿意度有差異(4)不同學習風格其認知有用性對滿意度有差異；(5)不同學習風格其學習評估的多樣性對滿意度有差異。
最後，根據研究結果，提出對於學習者、教師、系統設計者，分別提出對於e-learning的相關建議事項，期待創造一個優質化的網路學習環境，讓未來的網路學習環境變的更好。

關鍵字

滿意度 ； 數位學習

並列摘要

According to the survey of Gartner Groups, in 2003, the global higher education school has a 38% in carrying out the distance leaning. And there is a 49% of the higher education school of the whole world are planning to carry out the distance learning. The survey indicated e-learning become pervasive and significant in the higher education school. Base on on-line questionnaire sampling of the Institute of MIC in Oct. 2004, the survey has resulted people, among the age of 20-29, have a 56% involves learning activities, either on-line or off-line, which is carried out with digital tools and access of teaching materials through CD, network, cellular phone, PDA currently. Office workers involve e-leaning have the same proportion as students. All are 55%. It indicate there are 83% of people who visited the on-line survey would like to start or continue to learn with digital multimedia. Most of people indicate that they would use the service of e-learning in the near future. Due to the advantage of convenient and save time, office workers have a higher interest in using digital learning than other non office-worker.
For the future, many colleges one by one open e-learning classes, and provide the course credit and academic degree to satisfy the need of people who can’t enter formal college around the would. According to the result of 164 graduate school students of the Cyber University of NSYSU who visited on-line survey by using Pearson’s correlation analysis and Stepwise Regression Statistics method, it conduct that
(一) flexibility of the e-learning curriculum has influence to the learning satisfaction (二)the perceived interaction has influence to the learning satisfaction, (三)the perceived usefulness has influence to the learning satisfaction, (四)the Internet self-efficacy has influence to the learning satisfaction. (五) multiple assess methods has influence to the learning satisfaction(六) The moderating effect that learns style is
(1)Dissimilarity learning style its Internet self-efficacy has difference to the satisfaction;(2)Dissimilarity learning style its perceived interaction has difference to the satisfaction;(3)Dissimilarity learning the style its flexibility of the e-learning curriculum has difference to the satisfaction;(4)Dissimilarity learning the style its perceived usefulness has difference to the satisfaction;(5)Dissimilarity learning the style its multiple assess methods has difference to the satisfaction;
Finally, according to research, in order to create a superior e-learning environment, it would offer relative suggestions to learners, teachers, and system engineers.

並列關鍵字

e-learning ； Satisfaction

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