以服務品質的觀點探討如何評估數位學習的品質

Evaluating Quality of E-learning Technology From a Service Quality Perspective

李冠樺(KUAN-HUA LI)

指導教授 ： 葉耕榕

國立中正大學/管理學院/資訊管理學系/碩士(2016年)

摘要

隨著資訊與通訊科技(ICT)的演進，同時不斷在改變性質的數位學習課程，已是現今不可或缺的一種學習方式。本研究探討數位學習(E-learning)相關的概念，並因應數位學習帶有課程教授的特性，將研究範圍聚焦在歸屬於「正規的互動式學習(Formal interactive learning)」課程之使用者，並將服務品質理論應用在探討數位學習的主體架構中。
　　本研究在設計適用的量表時，採用文獻探討及實務訪談分析並重的方式，並依循Benlian, Koufaris, and Hess (2011)的做法做為基準。在衡量模型的部分採用服務品質中的Brady and Cronin Model(Brady & Cronin, 2001)做為測量模型的理論依據，以SITEQUAL理論(Yoo & Donthu, 2001)、三種互動方式的分類(Kuo, Walker, Schroder, & Belland, 2014)、Perceived Needs Fulfilment理論架構(Yeh & Teng, 2012)做為測量模型中三個主要維度的理論基礎，再以IS Success Model(Delone & McLean, 2003)的理論來建構結構模型。
　　從277份樣本的資料分析結果顯示，各個子維度對其主要維度皆有顯著的影響，而三個主要維度對數位學習服務品質皆有顯著的影響，數位學習服務品質也藉此顯著地影響了學習者的滿意度及使用意圖。本研究從學習者認知的角度來探討如何提高數位學習的服務品質，了解有哪些會影響整體品質的因素，提出有助於發展數位學習相關產業的建議。

關鍵詞：數位學習、服務品質、數位學習服務品質

關鍵字

數位學習服務品質 ； 服務品質 ； 數位學習

並列摘要

With the evolution of information communication technology, the characteristic of e-learning courses change rapidly, and it is now an indispensable way of learning. We discuss the concepts related to e-learning. And in response to the learning and teaching feature of e-learning courses, we focus on the user of formal interactive learning courses. The theory of service quality will be applied in the subject model of e-learning.
　　To design appropriate scale, we emphasize both literature review and field interviews, and follow the steps of scale development (Benlian, Koufaris, & Hess, 2011). We use Brady and Cronin Model(Brady & Cronin, 2001), a measurement of service quality, as theoretical basis. We utilize SITEQUAL(Yoo & Donthu, 2001), three classification of interaction(Kuo, Walker, Schroder, & Belland, 2014), and perceived needs fulfilment(Yeh & Teng, 2012) as theoretical bases for three primary dimensions in the measurement model. Furthermore, we use IS Success Model(DeLone & McLean, 2003) to construct the structure model.
　　Data analysis from 277 students shows that all sub-dimensions play a significant role in primary dimension. Three primary dimensions have significant influence on perceived e-learning quality, which in turn affects learners’ satisfaction and future intentions to enroll in e-learning courses. We emphasize how to improve the service quality of e-learning by cognitive perspective of users, and realize which factors will affect the overall quality. This study make recommendations to the development of e-learning related industries.

Keywords: E-learning, Service Quality, E-learning Service Quality (ELSQ)

並列關鍵字

E-learning Service Quality (ELSQ) ； Service quality ； E-learning

參考文獻

Wong, W.-T., & Huang, N.-T. N. (2011). The effects of e-learning system service quality and users’ acceptance on organizational learning. International Journal of Business and Information, 6(2), 205-225.

Akour, I. (2012). AN ANALYSIS OF E-LEARNING ADOPTABILITY IN THE DEVELOPING COUNTRIES: THE CASE OF THE KINGDOM OF BAHRAIN. International Journal of Business, Marketing, & Decision Science, 5(2), 60-70.

Akter, S., D’Ambra, J., & Ray, P. (2013). Development and validation of an instrument to measure user perceived service quality of mHealth. Information & Management, 50(4), 181-195.

Al-Mushasha, N. F., & Nassuora, A. B. (2012). Factors Determining e-learning Service Quality in Jordanian Higher Education Environment. Journal of Applied Sciences, 12(14), 1474-1480. doi:10.3923/jas.2012.1474.1480

Al-Qahtani, A. A. Y., & Higgins, S. E. (2013). Effects of Traditional, Blended and E-Learning on Students' Achievement in Higher Education. Journal of Computer Assisted Learning, 29(3), 220-234.