臺灣博碩士論文加值系統

　　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

　　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)

目錄 I
表目錄 III
圖目錄 IV
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 3
第三節 研究流程 4
第二章 文獻探討 7
第一節 探討數位學習的相關概念 7
第二節 數位學習的種類 15
第三節 服務品質 18
第四節 數位學習的服務品質 23
第三章 研究方法 26
第一節 建立研究架構 28
第二節 調整問項與試測 36
第三節 結構模型與研究假說 39
第四章 問卷收集與資料分析 47
第一節 問卷設計與回收 47
第二節 信度與效度檢測 53
第三節 資料分析結果 61
第五章 討論與建議 66
第一節 研究討論 66
第二節 研究貢獻 70
第三節 研究限制與未來研究方向 73
附錄　問卷內容 74
參考文獻 80

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