A Study of the Influential Factors on Satisfaction of E-Learning

• Main Authors: Mei-Hua Tseng, 曾美華
• Other Authors: Chao-Ming Wu
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/60621764132842153780

碩士 === 中原大學 === 資訊管理研究所 === 94 === According to the survey of Gartner Groups, in 2003, the global higher education school has a 38% in carrying out the distance leaning. And there is a 49% of the higher education school of the whole world are planning to carry out the distance learning. The survey indicated e-learning become pervasive and significant in the higher education school. Base on on-line questionnaire sampling of the Institute of MIC in Oct. 2004, the survey has resulted people, among the age of 20-29, have a 56% involves learning activities, either on-line or off-line, which is carried out with digital tools and access of teaching materials through CD, network, cellular phone, PDA currently. Office workers involve e-leaning have the same proportion as students. All are 55%. It indicate there are 83% of people who visited the on-line survey would like to start or continue to learn with digital multimedia. Most of people indicate that they would use the service of e-learning in the near future. Due to the advantage of convenient and save time, office workers have a higher interest in using digital learning than other non office-worker. For the future, many colleges one by one open e-learning classes, and provide the course credit and academic degree to satisfy the need of people who can’t enter formal college around the would. According to the result of 164 graduate school students of the Cyber University of NSYSU who visited on-line survey by using Pearson’s correlation analysis and Stepwise Regression Statistics method, it conduct that (一) flexibility of the e-learning curriculum has influence to the learning satisfaction (二)the perceived interaction has influence to the learning satisfaction, (三)the perceived usefulness has influence to the learning satisfaction, (四)the Internet self-efficacy has influence to the learning satisfaction. (五) multiple assess methods has influence to the learning satisfaction(六) The moderating effect that learns style is (1)Dissimilarity learning style its Internet self-efficacy has difference to the satisfaction;(2)Dissimilarity learning style its perceived interaction has difference to the satisfaction;(3)Dissimilarity learning the style its flexibility of the e-learning curriculum has difference to the satisfaction;(4)Dissimilarity learning the style its perceived usefulness has difference to the satisfaction;(5)Dissimilarity learning the style its multiple assess methods has difference to the satisfaction; Finally, according to research, in order to create a superior e-learning environment, it would offer relative suggestions to learners, teachers, and system engineers.