本研究旨在探討國民小學教師運用學習型班級經營策略之情況，及學習型班級經營策略與班級經營效能之關係。除探討國民小學教師學習型班級經營策略、班級經營效能的內涵及現況，並瞭解教師背景變項及學校背景變項在學習型班級經營策略與班級經營效能得分上的差異情形，另外，亦分析學習型班級經營策略與班級經營效能之相關程度，及學習型班級經營策略對班級經營效能的預測情形。本研究主要採文獻分析、問卷調查及深度訪談法進行，並根據研究結果做成結論，並提出具體建議。 本研究對象為臺北市、臺北縣、基隆市、桃園縣及宜蘭縣五縣市之公立國民小學教師，抽樣調查100所公立國民小學共1200位教師為研究對象，調查結果以平均數、標準差、t考驗、單因子變異數分析、皮爾森積差相關、多元迴歸分析等統計方法，進行資料處理分析。在訪談對象方面，共計訪談臺北縣、市公立國民小學教師五位。 根據文獻分析、問卷調查以及訪談分析所得資料，本研究主要發現如下： 一、國民小學教師運用學習型班級經營策略情況良好。 二、國民小學教師班級經營效能情況良好。 三、不同年齡、服務年資、學校地區國民小學教師在學習型班級經營策略 量表上的得分，達到顯著差異。 四、不同年齡、服務年資、學校地區、學校規模國民小學教師在班級經營 效能量表上的得分，達到顯著差異。 五、學習型班級經營策略表現程度越高，班級經營效能也越佳。 六、學習型班級經營策略與整體班級經營效能及各向度具有正相關。 七、學習型班級經營策略對班級經營效能具有預測作用。 根據上述研究結果，針對題升學習型班級經營策略之運用，提出幾點建議： 一、對國民小學教師的建議 （一）瞭解學習型班級經營策略內涵，並善用團隊互動學習策略。 （二）班級共同願景的擬定應透過與全班學生討論而訂定，並融入教師對 班級的期望。 （三）教師可召集數位教師成立班群，相互協助支援班級或全校學習活 動。 （四）透過多重管道強化親師溝通管道，善用家長協助及資源。 （五）建立班級規則以有效處理班級事務，並尋求適當舒壓管道。 二、對國民小學學校行政的建議 （一）鼓勵教師成立相關學習型班級經營團隊以獲得資源協助。 （二）學校各處室相互配合及支援，共同建構學習型班級計畫。 （三）由學校辦理專業學習型班級經營講座，並由具相關豐富帶班經驗教 師主講。 三、對教育行政機關建議 （一）辦理學習型班級經營相關教學策略研習課程並彙整成手冊發送於學 校教師。 （二）建立網路講座平臺，分享學習型班級相關資源。 四、對未來研究的建議 （一）擴大研究範圍，增加研究樣本。 （二）問卷的編製對象可分教師及學生部分。 （三）學習型班級經營策略內涵向度的再釐清。 / This study aimed at the current situation of the application of learning classroom management strategies for elementary school teachers and the relationship between learning classroom management strategies and classroom management effectiveness. Furthermore, the analyses of how the differences of demographic variables and school's background variables influenced teachers’ learning classroom management strategies and classroom management effectiveness were also investigated. Finally, the relationship between learning classroom management strategies and classroom management effectiveness was surveyed in this study. The questionnaire survey was the main research method of the study. There were 1200 sampled teachers from 100 public elementary schools in northern Taiwan (Includes Taipei County, Taipei City, Kee-Lung City, Tao-Yuang County and Yi-Lang County). Moreover, the interview method was also conducted to probe further information. In total, 5 elementary school teachers were interviewed in the study. The data were analyzed by employing the arithmetic average, standard deviation, t-test, one-way analysis of variance, Pearson’s product- moment correlation, and stepwise multiple regression. The results of the research were as follows: 1.The application of learning classroom management strategies for elementary school teachers is above the average level. 2.The present situation of classroom management effectiveness for elementary school teachers is above the average level. 3.There are significant differences in learning classroom management strategies among the age, seniority and school location 4.There are significant differences in classroom management effectiveness among the age, seniority, school location and school size. 5.The higher learning classroom management strategies, the better classroom management effectiveness . 6.There is a positive correlation between the whole and each dimension of learning classroom management strategies and classroom management effectiveness. 7.Learning classroom management strategies was the significant predictor of classroom management effectiveness. Based on the conclusions of this study, several concrete recommendations were made for elementary school teachers, elementary school administration, the institution of educational administration and further researchers.

觀光作為國家的重點發展產業，政府將藉由觀光行銷計畫的推陳出新以提升 其觀光競爭力。台灣中央政府從2001 年到2010 年推出一連串的觀光行銷計畫， 從中可以發現觀光行銷計畫的內容出現一定程度的變遷，可是目前的研究很少針 對觀光行銷計畫的變遷進行探究。因此，本研究由政策變遷理論作為探討基礎， 試圖以學習的途徑解釋觀光行銷計畫的變遷，採用文件分析法和訪談法發現觀光 行銷計畫發生哪些重要變遷，以及造成變遷的因素為何，並透過組織學習與政策 學習理論分析學習在觀光行銷計畫的變遷中所扮演的角色。 經過資料的蒐集與分析之後，結論針對研究發現與研究發現的意涵進行討論， 並提出研究建議，包括：觀光局機關首長的領導為引發學習的關鍵因素，且促使 觀光局逐漸轉型為學習型組織；在變遷與學習的關係中，也發現機關內各單位與 階層之間出現不一致的改變程度，代表觀光局仍然需要更全面的學習。因此，未 來觀光局新的首長必須持續領導觀光局的學習，平衡機關內各單位與階層之間的 改變程度，並學習新的行銷趨勢，才能不斷產出更為出色的觀光行銷計畫。 / Because the tourism industry is one of the country’s important industries, government may improve and innovate on tourism marketing plans to increase tourism competitiveness of country. From 2001 to 2010, the central government in Taiwan promoted a series of tourism marketing plans, which can be found some changes in tourism marketing plans. However, the current study has few discussions on the changes of the tourism marketing plans. Therefore, this study counts on the policy change theory as the research basis, then tries to apply learning approach to explain the changes of the tourism marketing plans. The research methods of this study use document analysis and interviews to found what important changes in the tourism marketing plans, as well as found the factors that caused the changes. Besides, through organizational learning and policy learning theory, this study analyses of the role of learning in the changes of the tourism marketing plans. After the data collection and analysis, the conclusion of this study discusses the finding and the meaning of finding, raises some suggestions as well. For example, the leadership of the head of the Tourism Bureau was the key factor which leads to learning, and the head transformed the Tourism Bureau into a learning organization gradually; between the changes and learning, this study also found so inconsistent degree of changes among the internal various units and levels that the Tourism Bureau still need for more comprehensive learning. Therefore, in order to continue producing even better tourism marketing plans, the new head of the Tourism Bureau must continue leading the Tourism Bureau to learn, balance the degree of changes among the internal various units and levels, and learn new marketing trend in the future.

由於國小新移民學童的逐年增加，研究新移民學童的學習情況有其必要性。本研究主旨在專門調查中台灣一所國民小學新移民學童的英語學習狀況。研究主要在探討：(1)新移民學童的英語學習成就；(2)新移民學童的英語學習態度；(3)新移民學童的英語學習成就與其英語學習態度之關係；(4)新移民學童學習英語所面臨的挑戰；(5)新移民學童對自己英語學習的看法；以及(6)教學現場的英語教師對新移民學童英語學習的看法。 本研究的研究對象為十四名五、六年級的新移民學童，並以六十名台灣學童做為比照。研究比較七十四名學童的英語成績，且所有七十四名學童完成一份英語學習態度量表。十四名新移民學童則參與一次訪談，兩名教學現場的英語教師也經歷一次訪談。研究所收集的資料經統計分析及質性分析後，所得的結果如下：(1)大部分新移民學童的英語學習成就不佳；(2)大部分新移民學童英語學習態度是正面的；(3) 新移民學童的英語學習成就與其英語學習態度並無相關性；(4)新移民學童面臨的英語學習挑戰不少，包括他們對不同英語老師的教學風格的適應能力、他們上英語課時產生的焦慮感及緊張感、他們不易牢記英語生字、他們不會寫英語作業、他們沒有辦法去上英語補習班等；(5)新移民學童大部分對自己的英語學習持樂觀看法；(6)英語教師對新移民學童的英語學習則持較悲觀看法。 根據本研究的發現，研究者在本研究報告最後提出數點建議及未來相關研究的研究方向。 / With the increasing of New Immigrant Children in elementary schools, studies to understand New Immigrant Children’s learning conditions become imperative. The purpose of this study was to investigate New Immigrant Children’s English learning conditions in an elementary school in central Taiwan. The study focused on exploring: (1) New Immigrant Children’s English learning achievement; (2) New Immigrant Children’s English learning attitudes; (3) The relationship between New Immigrant Children’s English learning achievement and their learning attitudes; (4) New Immigrant Children’s English learning challenges; (5) New Immigrant Children’s own perspectives about their English learning; (6) English teachers’ perspectives about New Immigrant Children’s English learning. The participants in this study included 14 New Immigrant Children in fifth and sixth grades, with 60 Taiwanese Children working as comparison. These 74 children’s English scores were compared, and they all responded to an English learning attitude scale. The 14 New Immigrant Children then underwent a group interview. Two English teachers were also interviewed. The data collected were then analyzed with statistical and qualitative analyses. The following results were drawn: (1) Most New Immigrant Children were English low-achievers; (2) New Immigrant Children’s English learning attitudes were generally positive; (3) No correlation was found between New Immigrant Children’s English learning achievement and their learning attitudes; (4) New Immigrant Children faced several challenges in learning English, including their adaption to different English teachers’ teaching styles, their feelings of anxiety and nervosity during English classes, their problems to memorize new words and do English homework, their not being able to go to English cram-schools, etc.; (5) New Immigrant Children in general were optimistic about their English learning; (6) English teachers in general were pessimistic about New Immigrant Children’s English learning. Based on the findings of this study, some implications were provided and several suggestions for further studies were offered at the end of the report.

學習型遊戲可提供學習者一個具備「滿足學習發生的基本需求」、「以問題解決為基礎」、「有趣」以及「吸引人」等特色的安全學習環境，而技能型學習遊戲更不同於一般認知與情意型遊戲，其設計過程除了著重事實、知識之外，更強調經由實際操作或練習使學生能真正習得某些動作和技能。因此，有哪些遊戲設計要素能吸引學習者，讓學習者在進行技能學習過程中感到有趣，進而達到學習目標，值得我們關切。再者，從學習型遊戲設計層面來看，重視學習情緒和使用者經驗是不可或缺的遊戲設計考量面向，特別是在數位學習環境中，哪些遊戲設計要素會對學生的學習情緒及學習成效產生影響，值得更進一步的探討。 因此，本研究採用兩款具遊戲設計要素差異之英文打字遊戲，探討技能型學習遊戲之遊戲設計要素對於學習者之學習情緒與學習成效之影響與關聯，以釐清技能型學習遊戲之遊戲設計要素如何影響學習者之正負面情緒以及學習成效，進而作為學習型技能遊戲設計時的參考。研究結果顯示，具遊戲設計要素差異之技能型英打學習遊戲對於引發女性學習者之負面情緒會產生顯著差異，而男性學習者則未產生顯著差異；本研究採用之兩款技能型英打學習遊戲，均可以有效增進學習者之學習成效，並且遊戲設計要素較高之技能型英打學習遊戲對於男性學習者較具學習成效；具遊戲設計要素差異之技能型英打學習遊戲，其遊戲設計要素之「適時回饋」為設計學習型遊戲時之最重要因素；而學習情緒會影響學習成效部分，僅在低打字能力學習者採用具遊戲設計要素差異之技能型英打學習遊戲時獲得部份驗證。 / Game-based learning can provide a safe environment with satisfied basic needs during learning process, problem solving domain foundation, funny and attractive characteristics for learners. Skill learning games are different from normal cognitive and affective games. The design of skill learning games emphasizes on not only facts and knowledge but also on learning some kinds of motion and skills by operation and practice, so we concerned about the key design features attracting learners to interest the learning process and get the learning goals. On the other hand, it is indispensable for key design features considering about learning emotions and learner’s experience, and it is also necessary to be further investigated about which feature will affect the learner’s emotion and learning performance. Two English typing games with different design features were adapted to investigate the effects and relations between design features and learner’s emotion and learning performance to clarify the positive or negative emotions and performance were affected by which design feature of the skill learning games and to set a reference for the game designer. The study results show that female learner’s negative emotion which was caused by different game design features of the English typing games was significantly affected, but male learner’s emotion was not. The two adapted games were both with learning performance, and her male learning performance was better with better game design features of the typing games. Proper feedback was the most important design feature. The effects of emotions to performance were partly proven from poor typing ability learners.

時至今日，透過網路，人們學習的管道更加多元，線上學習可以讓學習者有更多的選擇，本研究以我國數位碩士在職專班為研究對象，為線上學習者，又兼具學生與工作者兩種角色，與一般全職學生不管是在上課或使用圖書館情形上都有很大的差異。故本研究目的為：一、探討我國數位在職專班生的特質與數位學習經驗；二、探討數位在職專班生利用圖書館服務與電子資源情況；三、探討數位在職專班生評量教學成效、課程平臺與教材、與圖書館滿意度的看法；四、探討影響數位在職專班生學習成效的因素。期望能對數位在職專班生有更深一層的瞭解，提供更優質的線上學程以及讓圖書館為線上學習者提供更完善的服務，吸引更多潛在的使用者使用圖書館的資源與服務。 本研究透過訪談與問卷調查法的方式，分別針對六位數位在職專班生的訪談結果與196位數位在職專班生問卷調查結果進行分析，研究結果顯示：(一)數位在職專班生女性多於男性，平均年齡介於31歲至40之間，修習數位學程的原因會受到居住地與就職地的影響；(二)數位在職專生的自我效能高；(三)數位在職專班生修課動機為「自我追求」，且選擇線上課程時會考量家庭、工作與通勤時間等因素；(四)數位在職專班生使用大學圖書館的目的主要為：專題報告與課業學習需求，且多透過以網路的方式取用，並以使用電子資源的頻率最為頻繁，較少使用圖書館提供的虛擬參考服務。(五)數位在職專班生肯定教學成效且自評學習成效良好但對課程平台評價較低。(六)數位在職專班生對圖書館滿意度高。此外，本研究亦發現「教學成效」、「課程平臺與教材」、「圖書館滿意度」、「自我效能高低」、「年級」、「電子資源使用」皆與「學生自評學習成效」相關，意即當學生對這些因素感受愈高時，其自評學習成效會愈好。根據獲得之結論，本研究針對數位學程與圖書館兩方面提出建議。 / Nowadays, through the Internet, online learning provides learners with more accesses to gaining knowledge. Online students, usually, are different from common students regarding class situations and library use. The objects of this research are master’s students, who are online learners, and are on-the-job, unlike full-time students. The aims of this study are as follows: 1. To explore the characteristics and E-learning experience of E-learning master’s students. 2. To examine E-learning master’s students' utilization of library services and electronic resources. 3. To discuss students' instructional evaluaton and opinions on online course platforms, teaching materials, and satisfaction with libraries. 4. To investigate the factors that affect the learning outcomes of E-learning master’s students. Via interviews and survey questionnaires, this study respectively analyzes interview outcomes of 6 E-learning master’s students and questionnaire results of 196 E-learning master’s students, and the results and conclusions are as follows: (1) There are more women than men in the E-learning master’s students, of whom the average age is between 31 years old to 40, and the master’s students' sites of residence or their workplace play a dominant role in influencing them to choose digital curriculums. (2) The self-efficacy of E-learning master’s students is high. (3) The motivation of most E-learning master’s students is"self-seeking", and the E-learning master’s students consider their families, works and their commute time when selecting online curriculums. (4) Most E-learning master’s students' purposes of using university libraries are to prepare reports and to obtain learning resources, and they often use library resoueces through the Internet access, in addition, the E-learning master’s students most frequently use electronic resources, while less use virtual reference services of libraries. (5) The E-learning master’s students give recognition to the instructional effectiveness of E-learning curriculums and their self-perceived learning effectiveness is good, but they have less positive comments on online course platforms. (6) The E-learning master’s students have high satisfaction with libraries. Furthermore, this study also finds that: The "instructional effectiveness," "online course platforms," "satisfaction with libraries," "self-efficacy," "grade," and "utilization of electronic resources" are related to the "self-perceived learning outcomes of the E-learning master’s students".Based on the above finding, this study provides suggestions for both digital curriculums and libraries.

探究式教學法常被應用於科學學習活動中，有助於學生理解科學本質與推理過程，探究式學習歷程對於掌握影響探究式學習成效因素具有其重要意義，但是教師難以完全掌握學生的探究式學習歷程。因此，若能有目的、精確且真實的紀錄學習者在科學探究學習平台上的學習行為，將能更加全面性的掌控影響探究式學習成效的原因。 本研究以CWISE為輔助學習者進行科學探究學習之平台，並於平台中發展xAPI學習歷程記錄器模組，詳細的紀錄學生之學習歷程，以即時收集學生在科學探究學習過程之學習歷程資料，除了分析影響探究學習成效的個人因素與學習歷程行為外，並搭配序列探勘方法(sequential pattern mining)及序列分析(lag sequential analysis)，探討不同學習成效、探究能力、科學態度學習者之探究學習成效、整體學習時間與探究式模擬實驗學習時間，以及探究學習歷程是否具有顯著轉移與差異。 研究結果顯示：(1)探究能力越高者其探究學習成效越佳；(2)體驗探究模擬實驗活動時間越長，其探究能力與學習成效越佳；(3) 基於序列探勘，高低不同學習成效學習者在探究學習之整體課程瀏覽順序無顯著差異，均是依照課程設計的探究式學習流程順序進行學習；(4)基於序列分析，高學習成效與高探究能力學習者在進行浮力單元模擬實驗後，會再次調整先前設立之假說，而低學習成效與低探究能力學習者，則欠缺此一關鍵的探究學習行為；(5)探究模擬實驗活動有助於提高其探究能力與學習成效。最後，本研究依據研究結果針對探究式課程的課程設計提出建議，並提出未來研究方向。

第一章敘述研究動機及目的，研究範圍及限制，研究方法與論文結構。 第二章由學習心理學方面探討學習曲線理論，內容包括學習曲線理論之意義、特性、 形成背景與未來之發展。 第三章探討學習曲線模式之分析，設定與修正，及其他適用上的條件與限制。 第四章討論如何將學習曲線應用於成本控制與績效評估。 第五章係個案分析，以一家公司為例研究學習曲線在實際管理上應用之方法。 第六章為本文之彙總結論與建議事項。

第一章緒論：本章在敘述本論文之研究動機與目的，並對研究問題、研究假設與有關 名詞加以界定。 第二章文獻探討：分別探討性別、年級與數學成就，性別、年級與數學學習態度，數 學學習態度與數學成就，及性別角色與數學成就等關係的有關文獻。 第三章研究方法：本研究以國小五年級、國中二年級、高中二年級共七二七人為受試 者，施以性別角色量表與數學學習態度量表，並將施測結果進行統計分析。 第四章研究結果：資料分析結果發現，高二男女生之數學成就有顯著差異，不同年級 之數學學習態度有顯著差異，但女生有某些數學學習態度有顯著差異，但性別角色與 數學成就的關係不顯著。 第五章討論與建議：本章根據研究結果加以討論，並提出建議，以供學校教育與家庭 教育之參考。

摘　　要 　　教師專業的發展是我國教育改革的重要工作項目之一，若能提升教師專業發展的成效，不但能帶動學生的學習成就，也更能落實教育改革的目標。 當前「教師專業發展」的模式或作法，主要的趨勢有二，一是強調「學校本位」，一是建立「專業標準」。本研究整合了國際趨勢以及台灣現行的作法，將「教師專業發展」的模式或作法分為四種：1.「教師自主，由下而上」、2.「校長領導，由上而下」、3.「政府推動，彈性支持」、4.「政府推動，要求規範」，前兩者屬於「學校本位」的模式或作法。本研究即以「學校本位」為核心，探討教師「教與學相關因素」及教師知覺到的「學習的組織文化」與教師對「學校本位教師專業發展」的態度之關係。 本研究所探討教師的「教與學相關因素」為教師的「學習動機」、「教學內在動機」以及「教學創新行為」，其中「學習動機」可分為「學習精熟取向」、「趨向表現取向」及「迴避表現取向」；「教學內在動機」則包含「接受挑戰與開放經驗」、「教學的福樂經驗」。而教師知覺到的「學習的組織文化」包含「知識分享與流通」、「經營管理支持」、「深度對談」、「共享價值」、「知識社群」以及「合作」等六個因素。 本研究以「一般學校」的252位教師（男32%,女68%）以及「標竿學校」的210位教師（男27%,女73%）為樣本進行調查，其中「標竿學校」是教育部評定辦理九年一貫課程出色的教師團隊。本研究所使用工具包括吳靜吉等（民87）修訂的「成就目標量表」、吳靜吉等（民87）修訂的「教學創新行為量表」、林偉文（民91）編製的「教學動內在動機量表」、林偉文（民91）「學習的組織文化量表」，以及自編之「專業發展態度問卷」。 研究結果發現，在四種作法中教師最傾向認為「教師自主，由下而上」的「學校本位」作法有效，但卻又最不同意其為可行的作法，同時教師也最同意這樣的教師專業發展的作法會為教師帶來大的壓力。而「校長領導，由上而下」的方式，教師最不傾向認為它是有效的作法，但卻傾向同意它是可行的作法。本研究要求教師從四種作法中依序選出參與的意願，結果顯示，相當比例的教師將「教師自主，由下而上」的作法視為第一選擇，也有相當數目的教師將其視為最後選擇，形成二極化的情形。但是對於「校長領導，由上而下」的作法，最少教師視其為第一選擇，最多教師視其為最後選擇。 逐步回歸分析的結果顯示，對二種「學校本位教師專業發展」作法的「有效性」，教師「學習精熟取向」及「挑受挑戰與開放經驗」有最大的預測力，而在二種「學校本位教師專業發展」作法的「可行性」方面則同時被「教學創新行為」及「經營管理支持」二變項預測。典型相關分析的結果顯示，「教與學相關因素」中「學習精熟取向」、「接受挑戰與創新行為」、「教學福樂經驗」、「教學創新行為，及「學習的組織文化」的六個因素程度愈高，則教師對不同專業發展的「可行性」及「有效性」同意程度也愈高。說明了教師以學習精熟取向為動機，教學內在動機和教學創新行為皆高，而有又良好學習的組織文化的教師，願意接受各種方式的專發展。 最後，本研究根據研究結果對政府對動者、學校管理者以及未來研究提出相關建議。

線上學習（又稱「遠距教學」）在各領域的應用近年來不斷成長，學校教育當中也有越來越多的課程使用線上學習來實施教學工作。因為線上學習有別於一般傳統教學，具有資訊科技的介入，因此線上學習能帶來那些有別於傳統面授的效益是研究者所關心的，希望能經由滿意因素比較研究，了解線上學習的效益。 本研究是採用關鍵事例法(CIT)所做的質性研究，研究對象是國立政治大學線上學習的使用者（包含學生、助教和老師），用電話訪談或面談的方式來蒐集使用滿意╱不滿意的事件。研究將線上學習課程分成「同步」、「面授錄影」、「面授與非同步」及「線上非同步」四種類型，並配合課程結構問卷，對學生學習滿意進行分析，接著再比較助教、老師的滿意因素，找出三者個別的滿意原因，再經由整合比較找出整體的滿意╱不滿意因素。研究發現： （一）影響學生線上學習滿意╱不滿意的因素，共有「教學熱誠和技巧」、「情感互動」、「回饋互動」、「知識互動」、「資訊傳輸」、「教學系統軟硬體使用」、「課程設計」與「非電腦類教室設備」八類。 （二）影響助教線上學習滿意╱不滿意的因素，共有「動機需求」和「資訊科技介入對工作績效影響」二大原因。其中，動機需求含有「工作報酬」、「成就」、「社會需求（對老師）」、「社會需求（對學生）」四類；資訊科技介入有「系統使用流暢性」、「系統功能對教學效果影響」與「教學支援」三類。 （三）影響老師線上學習滿意╱不滿意的因素，共有「正面效益」和「負面效益」二大原因。正面效益的方面有「科技效益認知(樂觀)」、「創新求變」二類，負面效益則有「功能存疑」、「適應不良」與「技術和人力支援」三類。 （四）科技介入對於學生助教和老師的滿意都會有影響，但影響不同。 關鍵詞：線上學習、關鍵事例法、學習滿意 / Distance- Learning (also called “E- Learning”) keeps in growing as it applies to each field in recent years, as well as more and more courses uses Distance- learning for teaching in school education. Distance- Learning differs toward Traditional Learning because of the infusion from information technology; therefore the efficiency that Distance- Learning brings which differentiates from Traditional Learning is concerned by researcher through comparing satisfaction factors in this study to understand the benefit of Distance- Learning. This study adapt Critical Incident Technique (CIT) as qualitative research, research subject is Distance- Learning users (contains student, teaching assistant and lecturer) from National Chengchi University, which uses telephone surveys or face- to- face interview to collect usage satisfaction/dissatisfaction incident. This study categories Distance- Learning into “Synchronous”、“Personal Instruction and Video Recording”、 “Personal Instruction and Asynchronous” and “Distance Asynchronous” by incorporating course structure questionnaire to proceed student satisfaction analysis, followed by comparing satisfaction factors from teaching assistant and lecturer to find out individual satisfaction factors. Through integration and comparison of overall satisfaction/dissatisfaction factors, study result shows: (1) Factors influence Distance- Learning students’ satisfaction/dissatisfactions are “Teaching Enthusiasm and Skill”、“Emotional Interaction”、“Feedback Interaction”、“Knowledge Interaction”、“Information Transmission”、“Distance- Learning System Hardware/Software Usage”、“Curriculum Design” and “Non- computerized class facility”. (2) Factors influence Distance- Learning teaching assistants’ satisfaction /dissatisfactions are “Motivational Needs” and “Influences of Information Technology infusion toward Work Performance”. There are “Working Salary”、“Achievement”、“Social Needs (to lecturer)”、“Social Needs (to student)” within “Motivational Needs”; while “Information Technology Infusion” has “Fluent usage of System”、“Influences of System Function toward Teaching Effect” and “Teaching Support”. (3) Factors influence Distance- Learning lecturers’ satisfaction/dissatisfactions are “Positive Efficiency” and “Negative Efficiency”. “Positive Efficiency” has “Recognition of Technology Efficiency (optimism)” and “Innovativeness”, while “Negative Efficiency” has “Insecurity”、“Discomfort”、“Technical and Human Support”. (4)Technology infusion influences students’、teaching assistants’ and lecturers’ satisfaction, but with different influence. Keywords: Distance- Learning, Critical Incident Technique (CIT), Learning Satisfaction