影響國中小教師線上學習滿意度因素之研究：以彰化縣K12數位學校為例

Understanding Influential Factors on the On-line Learning Satisfaction of Junior and Primary Teachers: An Example of the K12 Digital School of Changhua County

現代社會知識創新的速度極快，線上學習(on-line learning) 已日漸普及，它能有效跨越時間和空間的限制，提供人們新的學習管道。然而目前有關線上學習滿意度的研究中，同時兼顧成人學習特性與資訊科技的研究甚少；因此本研究將以科技接受模型(Technology Acceptance Model, TAM) 為基礎，加入成人學習理論，建立評估線上學習滿意度的模式，探討影響彰化縣國中小教師在K12 數位學校學習滿意度的關鍵因素。經由分析，本研究得到三個主要結論：
一、「學習態度」是影響學習滿意度最重要的因素，其次為「內在動機」。
二、 成人學習者具有高度的自我導向與明確的學習目標，使得「內在動機」的影響程度大於TAM 模型中主要的影響因素- 認知有用性。
三、有效與適切的「學習活動」，最能提升線上學習滿意度。

Nowadays, the speed of knowledge innovation accelerates with the prevalence of on-line learning for it penetrates the limits of both time and space. Up to the present, the studies of online learning satisfaction are rarely conducted by a point of view of both adult learning theory and information technology. In this study, we adopt the Technology Acceptance Model and the theory of adult learning to investigate the on-line learning satisfaction of junior and primary teachers on the K12 digital school of Changhua County. According to the result of questionnaire, we obtain three major conclusions:
1. The learning attitude is the most significant influencing factor to learning satisfaction, and then intrinsic motivation.
2. Because the adult learners are high self-directed and have definite targets, the influence from the intrinsic motivation is more significant than the major factor, the perceived usefulness, in the TAM.
3. The effective and appropriate activities can substantially promote the on-line learning satisfaction.