A Practical Study of the Moderators Affecting Learner’s Satisfaction on Internet Learning

• Main Authors: Tai Lin, 林泰
• Other Authors: Chao-Min Chiu
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/67550297610495194765

碩士 === 國立高雄第一科技大學 === 資訊管理所 === 92 === With the number of people increasing on Internet, a lot of social activities in real world have been shift onto the “Virtual World”. E-learning has clearly been an industry on Internet to substitute for the traditional learning in class. The study about e-learning, the earliest investigates was about how to transplant the course from distance learning to the e-learning systems, and then the research of how to set up or design the systems of the e-learning was concerned. The recent issues about the e-learning were about the analysis of the user’s behavior or satisfaction on e-learning. Antecedent studies were aimed at the causal relationship of the Internet learner’s performance, continuance intention, or learning satisfaction at individual psychological factors, and a lack of the study which touching upon the moderators of those individual psychology analysis. This study based on Expectancy-disconfirmation theory (EDT) to discuss the causal relationship among the e-learning user’s perceived performance, expectancy disconfirmation, satisfaction, and continuance intention. Hierarchical regression analysis processes the moderator (Internet self-efficacy and volitional control). The results find that expectancy disconfirmation and perceived performance significantly influence satisfaction, and user’s continuance intention is determined by satisfaction Internet self-efficacy moderates the relationship between perceived performance and satisfaction, and volitional control moderated the relationship between expectancy disconfirmation and satisfaction. The results suggest that Web designers and instructors of the e-learning designing or applying e-learning system in future have more the advisements in individual psychology.