我國的數位學習環境，自政府於2003年啟動「數位學習國家型科技計畫」開始，市場需求與產業發展日漸加溫，近年更是有許多創新產品的誕生。另一方面，從文獻回顧中不難發現，關於學校與企業用戶所使用的學習帄台，由於市場規模較大且發展得早，因此產品開發的相關文獻也較為豐富；而在個人市場中，不論產品所使用的技術或是產品本身的商業模式都比學校與企業用戶來得更加多元化，但很可惜的，關於個人市場中廠商如何進行產品開發的文獻卻是非常的少。 　　本研究以我國個人數位英語學習產品為例，來探討數位學習產品的特性對開發活動的影響。故本研究的構面為數位學習產品的特性與開發活動兩大部分，前者包括以學習者為中心、教材重複使用性、知識多元性、資金回收期長、師生互動性、客製化的內容與媒體互動性等七個特性；後者則試圖以較整體性的方式，來探討數位學習產品的開發活動，其中包括概念的形成與發展、專案的組織與分工、專案的領導、問題解決與溝通、時程的控制與測詴、高階主管的角色。而本研究選擇四家數位學習廠商作為深入個案分析的研究對象，其中包括教材、工具軟體與整合服務類別的廠商，來進行專案層次的探討。 　　本研究所得到關於數位學習產品開發的結論包括：(1)數位學習產品的開發專案多由CEO發起。(2)產品在初始創意的產生上，多由具有相關產品開發經歷或技術專長者依據當時代重要的數位學習產品特性來提出；而在之後概念的發展上，為了強化產品與學習理論的連結，則會由教育專長的成員來進行細部規格的設計。(3)產品開發專案多採用固定式工作團隊型式，且成員的專職性高；並且，專案普遍透過組織外部網絡來分擔製作上的工作量。(4)數位學習產品皆具有「以學習者為中心」、「教材重複使用性」、「知識多元性」和「資金回收期長」的特性；而隨著數位學習產品的定位與所使用的技術之不同，產品可能具有「師生互動性」、「客製化的內容」或「媒體互動性」的特性。(5)數位學習產品具知識多元性，因此，其概念的發展需要跨領域的知識交流，在團隊組成上也較為多元。(6)數位學習產品具資金回收期長的特性，因此，高階主管對於產品開發專案涉入程度高。(7)具師生互動性的產品，其概念的提出者具網路服務業的背景，且課程部分的規劃會強調由具有豐富實體教學經驗的成員來執行。(8)具客製化內容的產品，其開發團隊會透過與外部內容商合作來取得部分或全部的教材；反之，團隊多自行開發教材。(9)具媒體互動性的產品，其測詴大多會由專職的測詴人員來執行，並且會透過外測以了解使用者實際使用產品的狀況及找出其他尚未發現的程式錯誤。本研究最後對企業經理人與後續研究者分別提出實務上與研究上之建議。 / When talking about the e-learning industry development in Taiwan, it has become prosperous since our government laughed “Taiwan Digital Archives Expansion Project” in 2003. Moreover, a large number of innovative products are developed in this industry. But unfortunately, the literature about how companies conduct product development is very insufficient. 　　This study which takes English learning products as example researches on how the characteristics of e-learning products affect product developing activities. Therefore, the framework of this research includes two parts, one is characteristic of e-learning products, and another one is product development activity. The former part includes learner-centeredness, reuse of materials, knowledge diversity, long payback period, interactivity, customizable content, interactive media; the latter part includes idea generation, project organization and staffing, project leadership, problem solving, schedule control and testing, role of high-level managers. This research adopts four Taiwanese e-learning companies as case studies. The major conclusion of this study includes (1) E-learning product development projects are most launched by CEO. (2) Ideas of products are most produced by the people who are not educational background, and the linkage of the products with learning theory are strengthen by people who are educational background in later stage. (3) Projects most adopt the team type “fixed team,” and outsource partial works. (4) All the e-learning products are learner-centered, reuse of materials, knowledge-diversified, long payback period; with different positioning and technology, products are or are not interactive, with customizable content, with interactive media. (6) E-learning products have long payback period, so high-level managers deeply involve the projects. (7) Products which are interactive, the concept of products are most proposed by people with background of internet service industry. (8) Product with customizable content, some part or all of its material are acquired by cooperating with content providers. (9) Products with interactive media, their testing work are most executed by individual testing member and most projects have external testing.