摘 要
由於資訊科技的快速進步，網際網路迅速普及，數位學習(e-learning)漸漸取代傳統教學模式，數位學習的特色主要是學習者與教學者不再受限於傳統面對面授課固定時間、地點的限制，可以隨時隨地透過網路進行互動教學，學習者可以依自己的學習環境及狀態彈性的調整自己的學習進度；教學者亦可視學習者的情況調整其教學進度，充分發揮有如一對一教學的實體效果。然而對於數位學習方式的教學成效是否比傳統教學方式有更高的學習成效，國內外相關文獻有非常豐富的探討，研究顯示的結果卻是分歧的，例如：有些研究顯示採用數位學習方式的學習成效會優於傳統學習(Bryant et al., 2003)；有些研究顯示在成績表現與自我效能上，數位學習優於傳統學習，但採用數位學習的學生則在學習滿意度上較傳統學習低(Piccoli et al., 2001)；國內研究結果則顯示無論在成績表現、電腦自我效能、學習滿意度，採用數位學習的方式都明顯優於傳統學習方式(劉建宏，2004)；有些研究則顯示二者之間並無大多差別(Leung, 2003; Miller, 2000)；也有些研究顯示數位學習的學習成效並未明顯優於傳統學習方式(Ponzurick et al., 2000)。因此，實體面授依然有存在的價值及功能性，並未被數位學習取代。故本研究探討數位學習、實體面授之優勢及影響學習滿意度之因素，樣本數共有397筆，其中實體面授有165筆、數位學習有102筆、二者兼具有130筆。
研究結果顯示若學習者自認有較高的電腦自我效能、若在學習活動中，學習者在同儕間及師生間的互動可以快速地獲得回應，且互動品質愈佳、若學習的課程時間愈有彈性，則皆對於學習者的滿意度愈高。與過去研究一致(Joo et al., 2000; Thompson et al., 2002; Wang and Newlin, 2002; Nelson and Cheney, 1987; Sturgill et al., 1999; Hong, 2002; Moore, 1989; Arbaugh, 2000; Piccoli et al., 2001; 洪明洲，1999; Nahl, 1993; Schwartz, 1995; Dunbar, 1991; Arbaugh and Duray, 2002; Ellram and Easton, 1999)。其中又以非在學者，其對數位學習課程的彈性因素滿意度平均值顯著大於在學生滿意度平均值。而不同的學習風格之受試者在學習滿意度上沒有顯著的差異存在，故與過去研究不一致(Bostrom et al., 1990; 王裕方，1998; 劉光隆，2002)。
不同區域學生與不同教學方式的學習滿意度有顯著交互作用，故過去研究一致(徐悌，2001；莊菁怡，2005)，且在「中區」採用二者兼具的教學方式其滿意度會顯著大於實體面授教學方式。在「南區」採用數位學習的教方式其滿意度顯著大於二者兼具的教學方式，而二者兼具的教學方式其滿意度會顯著(28.45)大於實體面授教學方式。

關鍵詞：數位學習、滿意度分析、經驗學習理論

ABSTRACT
In recent years, the e-learning has gradually displaced the common teaching, and it’s thanks to the information technology has grown so fast and the worldwide of the Internet.
But what is e-learning? In common teaching, students usually go to school for learning, then the teacher and students will start lessons face to face. That’s the tradition way of learning; but in nowadays, there is the other way for students to learn, and that’s the e-learning. Through the e-learning, students can choose anytime to start lessons, and no more worries for being late. Moreover, according to their own learning circumstances, they can adjust their best way to study.
In the past, if students have a nice interaction with their teacher in the class, they often learn better. Recently, the research reveals that the students in different cities have different views from these two forms of teaching. For example, the students in the midland prefer both of the teachings to only of the tradition one. In the south area, the students prefer e-learning to both of tem; but on the other hand, they both like two of the teaching ways than only the tradition way.
However, some of the researches reveal that there is no much differences between e-learning and tradition teaching, another shows that e-learning is better than the usual teaching, and the others indicate that e-learning is no superior to the common teaching. Hence, in the following pages I will discuss which way is better to students and compare the advantages and defects of e-learning with the advantages and defects of tradition teaching.

Keyword: E-Learning, Satisfaction Analysis , Experiential Learning Theory

目　錄

第一章　緒論 1
第一節　研究背景與動機 1
第二節　研究目的 2

第二章　文獻探討 3
第一節　教學模式 3
第二節　學習滿意度 17

第三章　研究方法 28
第一節　研究架構 28
第二節　研究變數定義與衡量 30
第三節　研究假說 32
第四節　研究設計 33
第五節　統計分析方法 35
第六節　預試結果 39

第四章　實證結果與分析 43
第一節　基本資料分析 43
第二節　單因子重複量數變異數分析 47
第三節　相關性分析 48
第四節　單因子變異數分析 49
第六節　獨立樣本二因子變異數分析 50
第七節　迴歸分析 54

第五章　結論與建議 59
第一節　研究結論 59
第二節　研究建議 60

參考文獻 62
一、中文部分 62
二、英文部分 65

附錄一　審查意見 70

附錄二　預試問卷 71

附錄三　正試問卷 75

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