藉由Web超媒體與群組軟體等資訊科技的應用，非同步網路學習系統(Asynchronous Learning Network Systems, ALN)使用電腦為中介的溝通方式(computer-mediated communication, CMC)，支援學習群體在網路上修習課程，提供了一種較傳統教室教學，在時間、地點與互動等三方面都更具彈性的學習環境。由於能夠符合現代社會發展對於學習方式的新需求，因此不論在高等教育或企業界的員工在職訓練方面，都已迅速地發展為重要的教學方式之一。然而對於系統的主要使用者，亦即那些絕大多數習慣於傳統教室教學的學習群體而言，在面對這樣一個新的群體互動學習環境時，那些是主要影響系統接受度與滿意度的因素，以及這些因素如何影響系統接受度與滿意度，目前仍未見有以紮實的理論為基礎作深入的分析。而掌握以上的問題，對於如何規劃設計與經營管理好一個成功的遠距教學系統，則顯然是一個非常根本而重要的問題。因此本研究以群體互動的觀點，藉由Giddens的結構化理論(Structuration Theory, ST)為基礎，依據結構化理論所主張的三種影響系統結果之因素類型：「表義結構」(signification)，「正當化結構」(legitimation)，和「支配結構」(domination)為分析方向，整合「工作技術適配模式」(task/technology fit model)以及「選用過程規範模式」(Process Restricted AST)等理論，經由理論推導的方式建構影響非同步網路學習系統接受度與滿意度(系統成效)的研究模式及研究假說。研究結果發現，學習群體對於ALN系統接受度與滿意度主要直接受到「系統選用」的影響，而「資訊品質」、「媒體豐富度」、「系統彈性」、「系統可靠度」、「內容的輔助」、「程序的輔助」，以及「教育訓練」等七項因素則是間接透過「系統選用」影響ALN系統接受度與滿意度的主要外生因素。

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第一章 緒論
第一節 研究背景.................................................................................................1.
第二節 研究動機.................................................................................................3.
第三節 研究目的.................................................................................................9.
第四節 論文結構...............................................................................................10.
第二章 非同步網路學習系統
第一節 非同步網路學習系統與遠距教學之發展...........................................11.
第二節 非同步網路學習系統之定義...............................................................12.
第三節 非同步網路學習系統的組成...............................................................12.
第四節 非同步網路學習系統的基本規格.......................................................16.
第三章 結構化理論之探討
第一節 結構化理論(Structuration Theory, ST)................................................18.
第二節 結構化理論在本研究的適用性……...................................................27.
第三節 結構化理論在資訊管理研究之應用...................................................29.
第四節 本章結論...............................................................................................31.
第四章 研究模式與假說的推導與建立
第一節 結構化構念的分析..............................................................................33.
第二節 模式的外生變數¾結構因素的推導..................................................39.
第三節 研究模式..............................................................................................49.
第五章 研究方法
第一節 變數測量..............................................................................................52.
第二節 問卷設計..............................................................................................60.
第三節 研究設計..............................................................................................61.
第四節資料分析方法與工具............................................................................64.
第六章 資料分析
第一節 基本資料說明......................................................................................66.
第二節 測量模式之檢測..................................................................................66.
第三節 研究假說檢定......................................................................................75.
第四節 研究發現...……...................................................................…............80.
第七章 結論與建議
第一節 研究結果說明......................................................................................81.
第二節 研究貢獻..............................................................................................84.
第三節 對實務上的建議............................................................................…..86.
第四節 研究限制..............................................................................................88.
第五節 未來研究方向......................................................................................89.

中文部分
陳年興 (民87)，全球資訊網整合式學習環境，資訊與教育，64期，2-13頁。
教育部電子計算機中心 (民88)，專科以上學校開辦遠距教學作業要點附件(一)：非同步(網路)遠距教學需求規格，台北：教育部。
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