隨著資訊科技與網路的發展，人們的學習方式不再受到侷限，遠距教學可以藉由網路，建立不受時間與空間限制的彈性學習環境，近年來台灣也極力推廣。本研究主要欲了解影響學生對於遠距教學持續使用意圖的因素。根據慣性的觀點，其代表未經強迫的情況下，即使有更好的替代方案出現，仍然會有意識的持續使用目前的方案而不會選擇做轉換。在本研究當中，認為長久以來在實體教室上課的「慣性」便是阻撓持續使用遠距教學意圖的可能因素。另外，在遠距教學的環境下，學習者難免會感覺比較孤立而有挫折感，而社會臨場感能有效改善這種狀況。最後，任務-科技適配度觀點常常被運用在使用IS的領域上。綜合以上，本研究將整合慣性、社會臨場感與任務科技適配度觀點探討遠距教學持續使用意圖。
本研究最終蒐集到134份有效樣本，做為研究模型與假說的檢定，研究結果發現習慣與轉換成本對慣性有顯著的正向影響；而任務科技適配度對認知有用性與社會臨場感有正向的影響；認知有用性與社會臨場感對於遠距教學持續使用意圖有顯著的正向影響；最後，雖然慣性在本研究中並未被證實對認知有用性與社會臨場感有負向的影響，但對遠距教學持續使用意圖確實有負向影響。

According to advancement of information technology, it is now possible to create flexible learning environment without time and distance barriers on the internet. In recent years, the distance education is also be promoted in Taiwan. Thus, this research wants to investigate the factors which influence students' intentions to continue using distance education. "Inertia" refers to a phenomenon by which a user consciously chooses to use the same system without coercion, even when there are better alternatives. In Taiwan, almost students are used to learning in the traditional classroom. In this study, we consider the "inertia" is the obstacle of the continuance intention in distance education. Moreover, research has shown that learners typically experience isolation and alienation in distance education. This negative experiences can be reduced by social presence. Furthermore, the task-technology fit plays an important role in IS area. Therefore, this study will integrate inertia, social presence and task-technology fit perspectives in order to investigate the continuance intention in distance education.
Finally, we collected 134 effective questionnaires to do inspection for research model and hypothesis. The result shows habit and switching costs have positive impact on inertia. And task-technology has positive and significant impact on perceived usefulness and social presence. Additionally, social presence and perceived usefulness have positive and significant impact on continuance intention in distance education. However, although the inertia doesn't have negative impact on perceived usefulness and social presence, it still has negative and significant impact on continuance intention in distance education.

目 錄
論文審定書 i
摘 要 ii
Abstract iii
目 錄 iv
圖 次 vii
表 次 viii
第一章 緒論 1
第一節 研究背景 1
第二節 研究動機 2
第三節 研究目的與架構 4
第四節 研究流程 6
第二章 文獻探討 7
第一節 遠距教學(Distance Education) 7
第二節 慣性(Inertia) 9
一、 現況偏誤(Status Quo Bias) 9
二、 慣性(Inertia) 10
第三節 形成慣性因素之探討 14
一、 習慣(Habit) 14
二、 轉換成本(Switching costs) 15
第四節 形成新系統認知與相關理論之探討 16
一、 社會臨場感(Social Presence) 16
二、 任務-科技適配理論(Task-technology fit, TTF) 17
第三章 研究方法 19
第一節 研究模型 19
第二節 研究假說 20
一、 舊有課室教育構面與慣性的關係 20
二、 遠距教學的認知構面與持續使用意圖的關係 21
三、 慣性與遠距教學認知構面和持續使用意圖的關係 23
第三節 研究變數的操作化定義 26
第四節 研究設計 32
第四章 資料分析 34
第一節 樣本基本資料分析 34
第二節 模型及假說驗證 35
一、 測量模型分析 36
二、 結構模型分析與假說檢定結果 44
第五章 結論與建議 46
第一節 研究結果及討論 46
一、 舊有課室教育構面與慣性的關係 46
二、 遠距教學的認知構面與持續使用意圖關係 47
三、 慣性與遠距教學認知構面和持續使用意圖的關係 48
第二節 理論面及實務面意涵 49
一、 理論面 49
二、 實務面 50
第三節 研究限制 50
第四節 未來研究方向 51
參考文獻 53
【附錄】本研究正式問卷 61

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