A Study of Learning Satisfaction and Intention for e-Learning Cram school -The Moderating Effect of Cognitive Load, Study Place, and Course Categories

• Main Authors: yi-chi-lee, 李易奇
• Other Authors: guo-fang-Peng
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/57978069750404618434

碩士 === 國立勤益科技大學 === 流通管理系 === 98 === The development of E-learning, under the influence that the internet network popularizes, in addition, the norm of a lot of international quality standards is set up, make the popularization of e-learning present systematic growing up and developing vigorously, attract the discretion of person who mends teaching industry to consider expanding the necessity channeled into e-learning. The study purpose lies in e-learning cram school several learning satisfaction that mend while teaching is the focal point, collect relevant literature and put in order out the key factor which influence learning satisfaction, study learning satisfaction influence on learning intention, in order to attempt to build and construct a combining research model. Variables of this research includes informational of course content, entertainment of course content, computer and internet satisfaction, e-learning network platform satisfaction, teacher individualized instruction intensity, ability of teachers to create learning atmosphere, learning satisfaction and learning intention, and also probes into moderating variables: cognitive load, study place and course categories moderating effect to the relation of satisfactory intention route. The author launches the investigation to carrying on digital learners, obtain 152 samples together, make use of SMARTPLS 2.0 to carry on hypotheses and testing, the result of study is found: (1) Overall, informational of course content in e-learning environment, computer and internet satisfaction and ability of teachers to create learning atmosphere positive relationship with learning satisfaction, learning satisfaction significant relationship with learning intention. (2) Overall, learning satisfaction positive relationship with learning intention in e-learning environment. (3) Level of cognitive load, study place and course categories not merely has some moderating effect in learning satisfaction, and have some moderating effect to the relation of learning intention in learning satisfaction. Academy and managerial implication of this article, also discuss, and will make concrete conclusion and suggestion at foot to some extent.