本研究採用社會性影響模式、經驗學習模式與數位學習五個步驟模型所組合的研究架構,探討企業數位學習狀況,問卷調查176個樣本、學歷落差大、年資高。運用Amos 7.0結構方程模式分析,變數為媒介特徵、使用數位學習經驗與技能、社會性影響、工作經驗與技能、學習滿意度、使用狀況。研究發現: 1. 溝通媒介與數學習滿意度是高權重因素。 2. 討論區溝通媒介使用越多、數位學習滿意度越高。 3. 數位學習經驗與技能越多、數位學習滿意度越高。 4. 分析中學習程度的解釋量低、工作投入權值高。 5. 學習程度解釋量雖低、但與使用數位學習經驗與技、能溝通媒介、學習滿意度相關性高,學習程度與工作投入的資訊交換高。 研究結果顯示在數位學習的使用狀況中、維持與推動員工學習目的與評量以工作績效做為依據較佳、比以學習效果為主的決策好。經驗傳遞有助於工作績效,工作績效需要學習為輔助達成資訊流動達成經驗傳遞效果。
This study’s portfolio structure is based on social influence model, experiential learning and 5 stage e-moderating model. It explores corporate E-Learning system, 176 samples which education background and seniority’s gap are wide. According to questionnaire result, media features & satisfaction of learning are two main influence in E-Learning . The more use media the more E-Learning higher satisfaction. E-Learning experience and skills are the higher satisfaction. Analysis explanation of learning is lower than the job and work performance. On the other hand, study effect is banded with media features, satisfaction of learning and learning skill. The use of e-learning divides into the study effect and performance. The research shows that performance purpose learning is the better decision-making primarily than study effect purpose. The experience transmits is helpful to the work performance, the study effect reaches a supplement to the performance needs of the information flow to achieve the experience transmit effect.