According to ¡§The 2003 e-learning readiness rankings report¡¨, published by The Economist and IBM in 2004, Taiwan was ranked the third place of e-learning readiness in Asia. In 2002, Taiwan¡¦s government set up the goal to establish the high quality e-learning environment and became one of the leading countries of doing research in e-learning technology. This research adopts the model of training transfer which includes four independent variables¡Ðtrainee characteristics, training contents, system design, and working environment, one intervening variable¡Ðlearning satisfaction, and one dependent variable¡Ðtraining transfer effectiveness. Through questionnaire investigation and data analysis, the conclusions are in the following¡G 1. When the trainee¡¦s motive is higher and easily accept computer training, trainee¡¦s satisfaction and training transfer effectiveness is higher. 2. When the trainee adopts proper training time or course and interacts well with other trainees, trainee¡¦s satisfaction and training transfer effectiveness is higher. 3. When the working environment is beneficial to training, trainee¡¦s satisfaction and training transfer effectiveness is higher. 4. When the e-learning system is easier to use and provides various evaluation ways, trainee¡¦s satisfaction and training transfer effectiveness is higher. 5. The intervening effect of learning satisfaction between trainee characteristics, training contents, system design, working environment, respectively, and training transfer effectiveness obviously existed.

Abstract The junior high school advisor face the key time of student¡¦s personality development. They have to do well on the basic work such as develop student¡¦s value, deliver knowledge and solve their confusion. At the same time, they have to face the unstable element in students¡¦ mind. So it is a challenge to make students¡¦ learn happily and grow up healthily. The research mean to realize the state, correlation and interaction of the advisor¡¦ leadership behavior, classroom atmosphere and learning satisfaction. And then offer concrete suggestion to the junior of advisor and referential members. The research is using the way of survey questionnaire. The subjects are 769 from the students in one junior high school in Kaohsiung. The date is analyzing with various methods of statistic analysis including descriptive statistic analysis, reliability analysis, factor analysis, independent-sample t-test, one-way anova, correlation analysis, regression analysis, After statistic analyze, the important results are as follows: 1.The junior high school advisors¡¦ leadership behavior, classroom atmosphere and learning satisfaction is above average. 2.The sample basic data including students¡¦ sexual and grade. They show significant difference in the junior high school advisors¡¦ leadership behavior, classroom atmosphere and learning satisfaction. 3.The sample background data including advisors¡¦ sexual, marriage and past service. They show significant difference in the junior high school advisors¡¦ leadership behavior, classroom atmosphere and learning satisfaction. 4.There is a positive correlation between the junior high school advisors¡¦ leadership behavior and positive classroom atmosphere. Besides, there is a negative correlation between the junior high school advisors¡¦ leadership behavior. 5.There is a positive correlation between the junior high school advisors¡¦ leadership behavior and learning satisfaction. 6. There is a positive correlation between positive classroom atmosphere and learning satisfaction. Besides, there is a negative relationship between negative classroom atmosphere and learning satisfaction. 7.There is a significant influence between the junior high school advisors¡¦ leadership behavior and classroom atmosphere. 8. There is a significant influence between the junior high school advisors¡¦ leadership behavior and learning satisfaction. 9. There is a significant influence between classroom atmosphere and learning satisfaction.

The Study of Relationship among Goal Orientation, Learning Satisfaction, and Learning Performance --Taking Kaohsiung Learning Center Of National Open University as Example Abstract Due to the prevalence of Internet and the emerging of knowledge economics, human being in the 21st century are facing rapid changing with greater impact than ever before. The trend of globalization and knowledge explosion results in significant influence imposed upon both education and learning; in particular, lifelong learning in which adult education plays an important role. This thesis presents the results of studying the inter-relationship and interaction among goal orientation, learning satisfaction, and learning performance. In this research work, the theory on the inter-relationship among goal orientation, learning satisfaction, and learning performance is first constructed. To conduct the quantitative analysis as the investigation through intersection, a questionnaire is developed to take survey on students registered to Kaohsiung Learning Center of National Open University. The objective is to explore the variance, the relationship and the effect imposed, by the goal orientation of these students, upon the learning satisfaction and the learning performance. In addition, an investigation on how the interaction between learning satisfaction and goal orientation affects learning performance is undertaken. Through the analysis, the followings are found: 1. There is significant positive inter-relationship among goal orientation, learning satisfaction, and learning performance. 2. Goal orientation and learning satisfaction impose significant positive effect upon learning performance. 3. Learning orientation was found to have significant moderating effect between learning satisfaction and learning performance. 4. For variables based on gender: female students show greater variance than male students on teaching quality, offered courses, and human relation. 5. For variables based on registration: college students show greater variance than university students of both full registration and partial registration in learning orientation. 6. For variables based on occupations: no significant variance shown in goal orientation, learning satisfaction, and performance orientation. 7. For variables based on study duration: there is considerable variance in avoidance orientation and human relation among students who have studied for 10 years or longer. 8. For variables based on the times of suspension: students who suspended 4 times or more show greater variance in human relation and social capability.

In the pre-Internet age, people desired remote education upon graduation from school or college usually took courses through in-class, radio, TV or postal correspondence. However, it now seems relevant to include the Internet in educational research because the computer network medium is now widely applied to, and available in, many walks of life. The purpose of this research is to apply computer technology towards distance learning, bolstering conventional teaching methods as well as stimulating students¡¦ motivation, and increasing the chance of success in their studies. This sample is taken from the 2nd grade 72 students in Chung Hwa School of Arts, and it is mainly focused on their chromatic study. Students answered two survey questions, one before and one after the experiment. The research approach was to examine differences between two survey answers in regards to both learning satisfaction and academic performance. There are conclusions after analyzing the survey answers. 1. Academic performance of students participating in the distance-learning courses was found to be superior. 2. The majority of the visual arts students were positive toward the combination of in-class learning and distance-learning. Apart from the above two conclusions, the suggestion to teachers, parents, and the Art Education Bureau is that distance learning might be useful in popularizing art education.

The influences of self-directed readiness and learning satisfaction to the intention of continuing study- The examples of Open Universities in Kaohsiung Area Meng-Fan Chang Abstract Teaching delivery has been inspired by information technology and derived it from traditional face-to-face teaching (or teacher directed learning) to multi-channel learning model, providing a better interactive learning environment within the scope of teaching and learning. This study aims to explore if the intention of continuing study is affected by self-directed learning readiness and learning satisfaction. The relationship between demographic variables and self-directed readiness, learning satisfaction and the intention of continuing study were also discussed. 1055 valid respondents of 1085 students were from the National Open University and the Open University of Kaohsiung. Descriptive statistics, ANOVA one-way, Pearson correlation and multiple regressions were executed to examine the relation among variables. The results of data analysis are shown in the following: 1. Female students of National Open University show less creative learning than males. Nevertheless, they enjoy themselves in learning and have stronger motivation in learning.Aging students show greater self-motivated learning and learning motivation than the young. Students with higher educational background have best performance on self-directed learning readiness. 2.The data demonstrates that enjoy in learning is major factor concerning to teachers¡¦ teaching. 3.Enjoy in learning and self-motivated learning have the highest influence on academic administration service and good incentive respectively. 4.Learning satisfaction plays an important mediating role to self-directed learning readiness and intention of continuing study. Suggestions to educators and directions of this future work are also given in the study. Key words: Self-directed learning readiness, Learning satisfaction, Intention of continuing study, Open University

In the 21th century, the core competitive advantage of companies results from human beings who create virtual capital such as knowledge and skills. Thefefore, the real winners will be those people who can use the resources to learn anytime and anywhere. As investment in human, time, and financial resources for e-Learning continues to rise, so should the companies concern the effectiveness of implement of e-Learning will be the key of success of e-Learning. All questions in the survey questionnaire were designed by summarizing the definitions or opinions of some literatures in relation to learning motivation, learning strategy and knowledge-oriented culture, adopting the exploration of empirical survey approach. It¡¦s not only to figure out the relationship and influence between learning motivation and learning effectiveness of e-learning, but also to examine if learning motivation or knowledge-oriented culture has the moderator effects to the learning satisfaction or enterprise performance on e-learning. Also, trying to find out the differences of all variables among the e-learners¡¦ characteristics, and to determine the differences of all variables in comparison to different type of companies. After empirical datas collection and statistic analysis, the results come out as the following statements: 1. There is a positive relationship and effect among learning satisfaction and enterprise performance of effectiveness of e-Learning. 2. Learning strategy has the partial moderator effects to learning motivation and enterprise performance. 3. Knowledge-oriented culture has the partial moderator effects to learning motivation and enterprise performance. 4. There are differences in different type of companies to the variables of learning strategy, knowledge-oriented culture, learning satisfaction and enterprise performance.

This research aims at understanding the effects that Ministry of Education implements the Recurrent Education of in-service master programs in every university. Investigate the adult learners from in-service master programs, specially in the learners¡¦ learning motivations, participation barriers and learning satisfactions in order to the reference which carries out the effort as inspecting. The process of this research¡G Firstly, investigate the learning motivations, participation barriers and learning satisfactions of in-service master program students. Secondly, understand the relationships between (1)the demographics and learning motivations¡Bparticipation barriers and learning satisfactions ,and (2) learning motivations¡B participation barriers and learning satisfactions. Finally, suggest some advises forward on the policy for Recurrent Education of in-service master programs. For supporting the above-mentioned purposes, I used questionnaire investigation method to collect the material data. The currently register students are 1278, particularly in 92nd school year, and the effective samples are 337.Describing statistics, exploratory factor analysis, secondary confirmatory factor analysis and path analysis were used to analyze and explain the raw data. Research tells: ¡]1¡^The learning motivations¡Bparticipation barriers and learning satisfactions are related to certain items of demographics. ¡]2¡^The higher learning motivation which in-service master program students have, the more learning satisfaction they get. The participation barrier is higher and the lower learning satisfaction is. The participation barrier can influence the learning satisfaction through the learning motivation, that means the learning motivation is a intervening variable. The research suggests: ¡]1¡^ Set up the scholarship of in-service master programs to keep the fair position of the students. ¡]2¡^ Legislate the paid educational leave. ¡]3¡^ Strengthen the promotion of educational programs for the expansion of adult learners¡¦ participation. ¡]4¡^ Redistribute educational resources . ¡]5¡^ Have the flexible years of studying and set up the transfer systems.

The purpose of this study was to compare Student Teams Achievement Division (STAD) with Traditional Pedagogy for the effects on third-grade students with respect to math achievement, problem solving ability, math learning motivation, learning satisfaction, and interest in math learning. The quasi-experimental design was utilized for this study. The study data were collected through questionnaire survey and interviews. The subjects of the study were 61 third-grade students from two classes of an elementary school in the Kaohsiung City. One class was chosen as the experimental group in which STAD was employed in the experimental instruction and the other was chosen as the control group in which traditional pedagogy was adopted. Data were collected during the period of experimental instruction and were analyzed afterwards. The main results are presented as follows: 1. The math achievement of students who received STAD method was significantly higher after the experimental instruction than before. As for the improvement at posttest from pretest in math achievement, students in STAD group performed better than students in traditional pedagogy group did, but the difference did not reach the significant level. 2. The problem solving ability of students who received STAD method were significantly higher after the experimental instruction than before. As for the improvement at posttest from pretest in problem solving ability, students in STAD group performed significantly better than students in traditional pedagogy group did, which meant the STAD group made much more improvement than the traditional pedagogy group did after the experimental instruction. 3. After the experimental instruction, students who received STAD method performed better in math problem solving interview than those who received traditional pedagogy did. Students who received STAD method were more capable of understanding the questions without interviewer¡¦s explanations. Compared with the control group, the STAD group gave correct solutions more frequently, and was able to provide more reasonable explanations to their solutions. Besides, the STAD group was willing to try various ways to solve the same problem. 4. After the experimental instruction, students who received STAD method had significantly higher math learning motivation than did before; as for the improvement at posttest from pretest in math learning motivation, students in STAD group also performed better than students in traditional pedagogy group. 5. After the experimental instruction, students who received STAD method had significantly higher math learning interests than did before; as for the improvement at posttest from pretest in math learning interests, students in STAD group also performed better than students in traditional pedagogy group. Finally, the researcher proposed several suggestions for the ducational application in classroom teaching and future studies.

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

本研究旨在探討我國高職進修學校學生學習動機及學習滿意度的相關影響因素，並以研究結果提供作為高職進修學校與各教育主管機關提升教育品質之參考。 本研究以臺北縣高職進修學校學生為研究對象，並以「高職進修學校學習情況調查問卷」為施測工具進行問卷調查。有效樣本984 人。所得資料以平均數、標準差、t 考驗、單因子變異數分析、皮爾遜積差相關等統計方法加以處理及分析。綜合本研究之結果如下： 壹、台北縣私立高職進修學校學生，就讀台北縣九大行政區中所設立之私立高職進修學校學生，以女性學生佔多數(佔58.9%)，男性學生較少(佔41.1%)。 貳、私立高職進修學校學生之學習動機層面中，較佳為「自我學習信念」、「自我認同」及「自我要求」等因素，但仍應加強自我專業與技能實踐能力。 參、私立高職進修學校學生之學習滿意度層面中，較佳為「課程教材」、「學習教材」、「人際互動」、「生涯規劃」等因素，但仍應加強學習環境之改善。 肆、不同背景變項學生學習動機上有所不同。 伍、私立高職進修學校學生在學習動機與學習滿意度呈現正相關。 陸、私立高職進修學校學生在學生學習動機各因素與學習滿意度各層面之相關呈現正相關。 最後，研究者依據研究所得結果提出幾點建議，作為學校教育、 家長及未來研究之參考。 關鍵字：高職進修學校、學習動機、學習滿意度 / The research aims to explore the relationship and relevant factors between learning motivation and satisfaction of continuation vocational high school students. It would provide references for the authority of educational units and administration of continuation vocation high school to enhance teaching and learning quality. The research takes continuation vocational high school students in Taipei County for studying objects. The questionnaire “Continuation vocational high school student learning situation” was used as a tool and the valid data was collected from 984 students. The data was analyzed and processed through statistical methods such as Average, Standard Deviation, T tests, Single factor variance analysis, and Pearson’s product-moment correlation analysis. Finally, according to the results and investigations, findings and conclusions were come up along with recommendations as follows: 1. The female students who study in private continuation vocational high school in nine main districts of Taipei County is more (58.9%) than that of male ones (41.1%). 2. In the coverage of learning motivation, the continuation vocational high school students pay more concern on the factors such as “Self- monitoring learning belief”, “Self- Identity”, and “Self- development”. However, the schools should teach students how to enhance their professional and practical skills. 3. In the coverage of learning satisfaction, the continuation vocational high school students are pleased with the factors such as “Curriculum materials”, “Learning materials”, “Relationship”, and “Career Planning”. However, the school should improve the quality of learning environment. 4. The students from different backgrounds and family conditions have different learning motivation. 5. There is positive correlation between learning motivation and learning satisfaction of private continuation vocational high school students. 6. There is positive correlation between different factors of learning motivation and learning satisfaction of private continuation vocational high school students. In sum, based on the conclusion of the study, the author suggests some recommendations for school education, parents, and future researchers. Key word: continuation vocational high school, learning motivation, learning satisfaction