臺灣博碩士論文加值系統

隨著網路頻寬的增加，網路上各種豐富的資源使得數位學習成為廿一世紀學習與教育訓練的趨勢。近年來世界各國，包括美國、歐盟、我國等，都開始積極推動數位學習，希望全民開始透過網路學習自己所需要的知識。由於數位學習的積極推廣，各企業也開始在公司內部推動數位學習，以減少教育訓練的成本，課程可以重複播放，不限時間、地點的學習，均使數位學習成為企業積極導入到教育訓練的一種新方式，因此，如何評估數位學習導入後的成效，成為目前相當重要的課題。本研究參考國內外文獻，找出影響數位學習成效的相關因素，並利用因子分析將其分成九個因子，再以AHP法決定權重。為探討因子下各因素的相互影響關係，本研究運用決策實驗室分析法（DEMATEL），結合模糊積分的概念，計算出相互影響因素之間的權重，並配合滿意度的調查問卷，得到數位學習課程的整體績效。本研究以元富證券數位學習課程中的新進人員訓練以及總務部業務訓練為主要評估標的，以得知數位學習因子及因素的成效情形。由實證結果證明，此一模型可提供數位學習課程的成效評估方式，並有效提出尚待加強的因子，以做為改進的空間與提升數位學習之總體成效。

According to the development of Internet, plenty and useful information let e-learning becomes a trend of learning and training in 21st century. In recent years, USA, Europa and Taiwan, etc. has started to promote e-learning. They hope masses could learn what they want to know through Internet. Due to the promotion of e-learning, each corporation has started to promote e-learning, so the training costs could be reduced, the courses could reuse, and the learners could learn without any limitation. As a result, e-learning became a new method to do training in corporations. Therefore, how to evaluate the effectiveness of e-learning is a very important issue. For this purpose, according to literature review, this research found out 58 elements which are related to e-learning effects evaluation. Then, we adopted the factor analysis to categorize each element; the results are 9 main factors. Under each factor, we used DEMATEL method to determine the influence relationship of each element. After that, we adopted fuzzy integral to determine the weights of each element, and then use AHP method to calculate the final weights of 9 factors. We took Masterlink Securities Corp. as our empirical study, we chosen two courses as analysis targets. After the evaluation, the results could be shown that this e-learning evaluation model is applicable and it also indicated elements which need to be improved.

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