寬頻網路時代、使用網路進行雙向的面對面的影像，聲音和資料會議的應用；統稱為「視訊會議」，台灣視訊會議產業從民國八十二年電信業者推出數位整合網路ISDN電路開始，企業開始引進作為跨國會議或是分公司之間連絡的工具。主要顧客是以大型組織及跨國企業為主。在產業通訊標準未規範完整前，代理商多為與電信或企業關係良好的系統整合公司。隨後IP VPN網路及ADSL雙向寬頻網路建置完成，國際電信聯盟標準化部門(ITU-T)訂定出以ISDN網路下的通訊標準(H.320)及IP網路下的通訊標準(H.323)後，隨著台商外移到大陸及SARS等危機，更多台灣資訊或科技公司因顧客的需求增加，開始代理國外廠牌在台灣銷售，形成一個新的視訊會議產業。 本研究在探討視訊會議產業的代理商，在品牌間的併購及通訊技術整合性提高，顧客需求模糊及選擇性變動加速、企業用戶環境差異加大，國際景氣不穩定，企業資訊投資緊縮等，產品代理商面對多重代理的壓力，如何進行企業轉型與顧客共創價值，從產品功能銷售轉型為顧客導向的客製化服務導向。其轉型過程所面對的問題及策略進行研究，找出方法，以企業經營利潤提升為目的。 / Exchanging video, voice and data in broadband era is in general called “Video Conferencing”. Since Telecom providers introduced ISDN (Integrated Service Digital Network in 1993, a lot of corporations started to use video- conferencing for international and branch-office virtual meetings, with large corporations and multi-national companies as the main customers. Prior to the availability of communication standards for such application, the system- integrators having better relationship with telecommunication companies became distributors of video-conferencing product. When IP-VPN and ADSL networks were established, and the ITU-T (International Telecommunication Union) set up the protocols for ISDN (H.320) and IP (H.323) communication to ensure inter-operability among various brand-names, the demand for video-conferencing equipments grew rapidly as a lot of Taiwanese companies moved their manufacturing facilities to China; particularly during the outbreak of SARS (Severe Acute Respiratory Syndrome). The situation led to the growth of distributors and emergence of video-conferencing industry in Taiwan. The research aims at studying how video-conferencing distributor migrates from product-oriented sales to customer-oriented sales, the challenges and strategy, and how it creates the mutual benefits with its customers and improves the profit margin amidst the mergers of equipment suppliers, increased integration requirements of telecommunication technology, uncertain customer demand, increased differentiation of customer application, economic-downturn resulting in reduced capital expenditure, etc.

在遠距教育的研究中，學習成效的探討一直是相當重要的議題，然而過去的研究多僅評估不同傳播媒體的有效性或比較近、遠端學生學習成效的差異，缺乏對於學習成效之發生歷程的探討。本研究根據Moore（1993）所提出之互動性距離理論，探討在同步遠距教學環境下學習成效之發生歷程，研究目的如下：一、對話、結構是否能有效預測互動性距離；二、學習者自主性是否能調節互動性距離與學習成效之間的關係。本研究採問卷調查法，受試來自四所大學修習遠距課程的學生，有效樣本239人。研究結果顯示：一、對話與結構可以有效預測互動性距離；二、互動性距離越低，主、客觀學習成效指標表現越好；三、學習者自主性可以調節互動性距離與主觀學習成效指標之關係（當學習者自主性高時，越低的互動性距離可以預測越高的滿意度），然而，學習者自主性不能調節互動性距離與客觀學習成效指標之關係。 本文最後針對所有研究結果進行討論，並根據研究結果提出可能的限制與未來研究方向的建議。 / The learning performance of distance education has been studied for a long period of time. Most of the past studies just simply compared the effectiveness of different media and teaching styles or the learning performances of students in local and remote site. However, little empirical studies had been found to see the process underlying learning performance. As mentioned above, a framework of the process underlying learning performance in synchronous videoconferencing learning environment based on the theory of transactional distance (More, 1993) was developed in this research.239 subjects from four different universities involved in the current study. The result showed that, first, dialogue and program structure could successfully predict the degree of transactional distance. Second, the smaller the transactional distance was, the better the objective and subjective learning performance was. Third, learner autonomy could moderate the relation between the transactional distance and the subjective learning performance. When students’ learner autonomy were high, the smaller the transactional distance was, the better the subjective performance was. However, learner autonomy couldn’t moderate the relation between the transactional distance and the objective learning performance.