數位學習中學習者風格對學習滿意度與學習績效之影響分析

An Analysis of the Satisfactory and Performance Effected by E-learning Participants' Style

10.6132/JCM.2008.4.3.06

黃敬仁(Ching-Jen Huang)；蘇皇文(Huang-Wen Su)；王硯聰(Yan-Cong Wang)；柯元植(Yuan-Chih Ko)；劉建生(Jian-Sheng Liu)；林建華(Jian-Hua Lin)

數位學習 ； 問卷統計分析 ； 學習風格 ； 學習滿意度 ； e-learning ； questionnaire analysis ； participants' style ； e-learning satisfaction

商業現代化學刊

4卷3期（2008 / 03 / 01）

67 - 80

繁體中文

隨著網際網路科技與網路服務的成熟，建構數位學習環境成爲達成終生學習的主要方法之一，而其成效與影響因素成爲探討的主要方向。本研究之主要目的在於探討數位學習中，學習者風格、學習滿意度、學習績效之間的相互關係。研究以問卷調查方式進行，透過曾有進行數位學習之業界員工爲樣本，採用敘述性統計、效度分析、Cronbach's α分析、皮爾森積差相關分析等統計方法予以分析。研究結果顯示，當學習者愈主動，對學習滿意度與學習績效都會有較佳的成果，若學習者傾向被動，則學習滿意度與學習績效的成果則較不明顯。由此顯示學習風格對於數位學習上的影響有一定的重要性，後續研究可再針對提高學習者主動學習的意願去探討，可提供未來數位學習模式評估，更多的參考依據。

As the fields of Internet technology and network service mature, there will be an increased need to build an e-learning environment as a method to facilitate the purpose of lifelong learing. This research's purpose is to explore the relationships among participants' style, satisfaction levels, and performance, within their c-learning environments. By applying quantitative methods of descriptive statistics, reliability analysis, validity analysis, Cronbach's a analysis, and Pearson product-moent correlation on questionnaire statistics of samples, enterprises' employees with c-learning experience can he studied, The results show that the more the e-learning participants are active in their own learning, the better their e-learning satisfaction and performance will he. However, if the participants are passive, the effectiveness, satisfaction and performance are low. Future work should focus upon research on how to increase participants' willingness to more actively participate their own e-learning in order to provide a basis to improve e-learning performance.