臺灣博碩士論文加值系統

隨著通訊技術、電腦和其他資訊技術不斷地進步，其影響及改變資訊的傳播與個人學習的方式（Njagi, 2003）。1999年，美國專家Jay Cross最先提出E-Learning，掀起了企業界和學校對數位學習的熱情（Internet Time Blog, 2007）。在21世紀，數位學習以驚人的速度在高等教育機構持續增長，且逐漸被重視（Anderson, 2003; Liao & Lu, 2008）。
Hoffman & Schraw（2009）則指出，學習成效是以最小的時間花費、努力或認知資源，來達到已建立學習目標的能力。Kolfschoten et al.（2010）認為，學習成效為新手學習者獲得的技能和知識，使他們能夠像專家一樣執行任務。Guglielmino(1977）指出，學習意願係指個人能夠自己引發獨立不斷的進行學習，安排適當的學習步驟，發展學習的計畫並利用時間加以進行完成。Hoyt（1973）也指出，學習意願愈強的學習者，對於學習活動會產生較滿意的感受。Piccoli, Ahmad & Levs（2001）指出，透出學習滿意度的了解可用來評估及預測學習者在未來可能參與類似學習方式的可能性與機會。
Delone & McLean（1992）提出，線上學習所提供給學習者之資訊品質與其所體驗之學習價值有著正向關聯。Bharati（2002）以易用性（ease of use）、使用便利性（convenience of access）及系統可靠性（system reliability）來評估系統的品質，結果發現系統品質的確會正向影響工作支援滿意度。Cronin, Brady & Hult（2000）指出，第一線客服人員在服務接觸（service encounter）時扮演著影響顧客感受的重要角色。服務業銷售人員的專業知識與態度則有助於讓顧客獲得良好的服務感受（Baker et al., 2002）。因此，本研究認為數位學習服務中心的資訊品質、系統品質和服務品質是會影響學習成效、學習意願和學習滿意度。
本研究擬以台灣經營數位學習服務中心的代表企業–台灣知識庫（Taiwan knowledge bank, TKB）數位學習課程的同學作為樣本來加以探討，並發展量表，驗證資訊品質、系統品質和服務品質對學習成效、學習意願和學習滿意度的影響是顯著的。希望這些結果可以作為其他企業或教育培育機構在推展數位學習時的參考。

With the communication technology, computer and other information technology progress, it impacted and changed the dissemination of information and personal learning (Njagi 2003). Jay Cross first proposed e-learning In 1999, that set off the enthusiasm of business and school in e-learning (Internet Time Blog, 2007). In the 21st century, e-learning continued to grow in higher education institutions at an alarming rate and gradually being taken seriously (Anderson, 2003; Liao & Lu, 2008).
Hoffman & Schraw (2009) pointed out that learning effectiveness based on a minimum of time spent, effort or cognitive resources to achieve established learning objectives ability. Kolfschoten et al. (2010) believes that learning effectiveness for novice learners acquire skills and knowledge to enable them perform tasks like a pro. Guglielmino (1977) pointed out that the learning intention means individuals can trigger independent continuous learning, arrange appropriate learning steps, develop learning plans and take advantage of time to complete. Hoyt (1973) also pointed out that the stronger learning intention learner that will produce satisfactory experience in learning activities. Piccoli, Ahmad & Levs (2001) pointed out, revealing understanding learning satisfaction can evaluate and predict learners in the future possibilities and opportunities in similar learning styles.
Delone & McLean (1992) proposed that the information quality available to learners of e-learning has a positive correlation with the value of their learning experience. Bharati (2002) mession that ease of use, convenience of access and system reliability to assess system quality, that is indeed a positive effect on the work support satisfaction. Cronin, Brady & Hult (2000) pointed out that the first line of customer service in the service encounter plays an important role to influence customer perceptions. Sale staffs’ expertise and attitude help customers get good service experience in services (Baker et al, 2002). Therefore, this study suggests information quality, system quality, and service quality in e-learning center will affect learning effectiveness, learning intention and learning satisfaction.
The study explored Taiwan Knowledge Bank’s (the biggest e-learning service center in Taiwan) e-learning course students as a sample, developed scale, verified information quality, system quality and service quality on learning effectiveness, learning intention and learning satisfaction that are significant. These results can be used as reference in the promotion of e-learning as other business or education institutional.

致謝辭 I
中文摘要 II
Abstract IV
學位論文授權書 VI
目錄 VII
圖次 IX
表次 X
第壹章 研究動機與問題 1
第貳章 文獻回顧 4
第一節 資訊系統成功模型的發展與演進 4
一、 D&M資訊系統成功模式 4
二、 Seddon IS成功延伸模式 5
三、 M&L 電子商務成功模式 6
四、 D&M修正的資訊系統成功模式 7
第二節 學習者角度（因變數） 8
一、 學習成效 8
二、 學習意願 9
三、 學習滿意度 10
第三節 品質構面（自變數） 13
一、 資訊品質（Information Quality） 13
二、 系統品質（System Quality） 14
三、 服務品質（Service Quality） 16
第參章 研究設計 20
第一節 研究架構圖 20
第二節 研究對象 20
第三節 研究進行步驟 20
第四節 研究假設 21
第五節 各項變數的操作性定義和問卷量表來源 22
第肆章 資料分析 24
第一節 樣本分佈情形 24
第二節 信度分析 25
一、 資訊品質 25
二、 系統品質 25
三、 服務品質 26
四、 學習成效 26
五、 學習意願 26
六、 學習滿意度 26
第三節 效度分析 27
一、 收斂效度 27
二、 區別效度 27
第四節 迴歸分析 28
一、 品質因素對學習成效之影響 28
二、 品質因素對學習意願之影響 29
三、 品質因素對學習滿意度之影響 30
第伍章 結論與建議 31
第一節 結論 31
一、 品質因素對學習意願之影響關係 32
二、 品質因素對學習滿意度之影響關係 32
第二節 管理意涵與貢獻 33
第三節 研究限制與未來建議 34
參考文獻 35
一、 中文文獻 35
二、 英文文獻 35

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