近年來網際網路(Internet)的普及與進步，促使利用網路教學(e-learning)來取得知識變得越來越習以為常。利用網路教學可使講師及學生除了在實體教室之外，還可以利用網路的虛擬性及不受地域限制的特性，使教學兩方在互動上有更多的管道及便利。其中「網路大學（Cyber University）」的形成更是實體教室與網路教學相互應用的典範。基於近年來的研究多聚焦於探討整體數位學習系統服務品質的衡量指標，且有相當多的文獻提出衡量方，卻缺乏專門討論「網路大學」服務品質的衡量，故本研究希望能找出關於網路大學的服務品質受到那些因素影響？學生在使用網路大學時，又在意網路大學所展現的那些特點？本研究的目的即是設法運用過去探討數位學習的架構，來發展出適合專門衡量網路大學服務品質的指標。
本研究採問卷調查法，主要施測對象為國立中山大學中曾使用過中山網大的在校學生，並以Sun(2008)等人所設計出衡量數位學習系統滿意度的研究為本研究主要架構，共分為學習者、講師、課程、科技、設計、環境等六構面來探討網路大學服務品質的衡量指標。研究結果顯示，學習者所知覺的網路大學服務品質滿意度受到學習者對網大抱持的態度、所呈現的焦慮感、網大呈現的課程彈性、網大的使用性及學習者在網大中與講師或其他學生互動的程度等項目所影響。而本研究的結果可作為網大平台設計者在設計網大時的思考方向；亦可作為利用網大教學的講師，提昇教學品質及學生滿意度的參考。

With the increasing popularization and progress of the Internet in recent years, people have become more and more accustomed to obtain knowledge through e-leaning. By using e-learning, lecturers and students can have classes not only in a physical classroom but also in a virtual classroom on the Internet. Moreover, due to the Internet is virtual and unlimited by region, making use of the two characteristics can make both sides of teachers and students have more channels and conveniences for their interaction. Among them, the formation of the Cyber University is the model for the mutual application of learning in a physical classroom and on the Internet. Based on the most part of the recent studies have been focused on the measures of the service quality of the whole e-learning system, and a considerable number of literatures have offered measuring methods; however, the specialized measures of the service quality of the Cyber University have been in shortage. Therefore, the study was in the hope of finding out what factors had an influence on the service quality of the Cyber university, and what characteristics of the Cyber University students cared about when they were using it. The study aimed to develop specialized indicators for measuring the service quality of the Cyber university by applying the past structure of e-learning.The study adopted the questionnaire survey method, and the main participants were those students at National Sun Yat-Sen University (NSYSU) who had ever used National Sun Yat -Sen Cyber University. Furthermore, the study used the measuring research of the e-learning system satisfaction which designed by Sun et al. (2008) as the main structure. And to probe the measuring indicators of the service quality of the Cyber Universi t y, the study was divided into six different aspects from areas such as learner, lecturer, curriculum, science and technology,design, and environment.The results showed that the Learner’s perceptive satisfaction with the service quality of the Cyber University was affected by those following factors: the learner’s attitude toward the Cyber University; the learner’s anxiety; the curriculum flexibility of the Cyber University; the usability of the Cyber University; and the level of the learner’s interaction with the lecturer or other students at Cyber University.Thus, the results of this study can be used as the thinking directions for the designers of a Cyber University platform, and also can be used as a reference to enhance the teaching quality and tudents’ satisfaction for the Cyber University lecturers.

致謝 ............................................................................ Ⅰ
摘要 ............................................................................ Ⅱ
Abstract ..................................................................... Ⅲ
目錄 ........................................................................... Ⅴ
表目錄 ....................................................................... Ⅶ
圖目錄 ....................................................................... Ⅷ
第一章 緒論………………………………………… 1
第一節 研究動機........................................................ 1
第二節 研究問題與目的............................................ 2
第三節 研究範圍........................................................ 2
第四節 研究流程........................................................ 3
第二章 文獻探討…………………………………… 4
第一節 網路教學........................................................ 4
第二節 網路教學滿意度相關研究............................ 9
第三節 網路大學發展現況........................................ 21
第三章 研究設計 ……………………………………25
第一節 研究架構........................................................ 25
第二節 研究假設........................................................ 28
第三節 研究變數及操作型定義................................ 29
第四節 研究範圍及對象............................................ 30
第五節 問卷設計........................................................ 31
第六節 資料分析方法................................................ 36
第四章 研究資料分析 ………………………………38
第一節 樣本結構分析................................................ 38
第二節 信度及效度分析............................................ 40
第三節 假設檢定........................................................ 45
第四節 個人變數統計分析........................................ 53
第五章 結論與建議 …………………………………66
第一節 研究結論........................................................ 66
第二節 研究建議........................................................ 69
第三節 研究貢獻........................................................ 70
第四節 研究限制........................................................ 71
第五節 未來研究方向................................................ 72
第六章 參考文獻 ……………………………………73
一、中文部分............................................................. 73
二、英文部分............................................................. 76
附錄 問卷樣本 …………………………………… 82

王惠茹，2005，e-Learning 情境對學習成效之影響－以知識創造SECI 模式來探討，中山大學資訊管理研究所碩士論文。
中山網路大學簡介，http://cu.nsysu.edu.tw/school/10001/door/htm/about_nscu.htm。
李長生，200，5 由PZB 觀點探討服務品質管理對衛材網頁申補作業之影響—以三軍衛材供應處為例，中華大學科技管理研究所碩士論文。
李余樹、蔡茂仁，2007，e-learning學習滿意度之分析與研究，南臺灣資訊科技與應用研討會，頁 338-347.
李暐珣，2007，e人力銀行服務品質研究，中華大學經營管理研究所碩士論文。
吳威萱，2007，以質性與量化方法探討台灣數位學習之國家政策，中央大學企業管理研究所碩士論文。
吳明隆，2005，問卷分析與應用統計－統計應用學習實務，第二版，知城數位科技公司。
邱皓政，2000，量化研究與統計分析_SPSS中文視窗版資料，五南。
施素明，2005，B2C網站服務品質量測-e-SERVQUAL觀點，台北大學企業管理研究所碩士論文。
岳修平，1999，網路教學於學校教育之應用。課程與教學季刊，2（4），頁 61-76。
岳修平，2002，台灣大專院校遠距發展簡介，台大教與學期刊電子報，3，
http://edtech.ntu.edu.tw/epaper/910610/prof/prof_1.asp。
周文賢，2002，多變量統計分析－SAS/STAT 使用方法，初版，智勝文化事業公司。
林鴻杰，2007，數位學習環境中不同教學模式對學習成效之影響，虎尾科技大學資訊管理研究所碩士論文。
姚永錩，2003，網路大學建置之關鍵成功因素探討–以『中山網路大學』為例，中山大學資訊管理研究所碩士論文。
張惠雅，2005，大學校院教學網站評鑑指標之研究，銘傳大學設計管理研究所碩士論文。
張雅菱，2003，教學網頁評估指標之建立-以工業設計為例，清華大學工業工程暨工程管理學系碩士論文。
陳年興，2000，網路教學與傳統教學之比較分析，遠距教學，15/16合刊，頁 153-156。
陳年興、楊子青、賴宏仁，1997，以網際網路為基礎之學習環境，電腦學刊，9（2），頁 667-674。
夏榕文、曾愛華，2005，數位學習特性對學習滿意度之影響－探討學習知覺之中介效果，中華管理學報，s_2，pp. 43-52.
陳雅如，2006，知識管理導向數位學習系統架構設計，南華大學資訊管理研究所碩士論文。
陳麗慧，2006，金融業推動數位學習關鍵成功因素探討~ 以國內Ｊ金控為例，東吳大學企業管理研究所碩士論文。
葉耀民，2001，從網路虛擬實境技術談情境式學習。資訊與教育，82，頁35-42。
黃俊英，1992，「企業研究方法」，華泰。
程馥慧，2006，我國大學校院網路教學平台建置方式、建置資源及其相關影響因素之研究，世新大學傳播管理學研究所碩士論文。
彭森明，1995，新科技與教學創新－以新科技為教育開創新領域提高教育成果。教育資料與研究，2，頁58-62。
溫家榮、吳明隆，1999，新時代資訊教育的理論 與實務應用。台北。松崗。
廖一女，2007，大學生數位環境適應之探討研究，樹德科技大學資訊管理研究所碩士論文。
廖哲民，2007，網站服務品質、價格和信任對消費者忠誠度的影響，中央大學資訊管理研究所碩士論文。
劉惠芬、孫欽儒，2000，人際傳播對網路教學的影響，第四屆求全球華人資訊科
技大會論文集，2，頁 551-557。
鄭皓文，2000，台灣地區本國銀行網站之服務品質衡量研究，國立中山大學企業管理研究所碩士論文。
羅勝文，2005，以鬆散結合型態之公眾創作工具建構數位學習管理暨分享中心之研究，大葉大學資訊管理學系碩士班碩士論文。
蘇韋綸，2006，網路之服務品質構面類型與重要性對容忍區之影響，台北大學企業管理研究所碩士論文。
Ajzen, I., & Fishbein, M. (1977), “Attitude–behavior relations: a theoretical analysis and review of empirical research”,Psychological, Bulletin, 84, pp. 888–918.
Arbaugh, J. B. (2000), “Virtual classroom characteristics and student satisfaction with internet-based MBA courses”, Journal of Management
Education, 24(1), pp. 32–54.
Arbaugh, J. B. (2002). “Managing the on-line classroom: a study of technological and behavioral characteristics of web-based MBA courses”. Journal of High Technology Management Research, 13,pp.
203–223.
Arbaugh, J. B., & Duray, R. (2002), “Technological and structural characteristics, student learning and satisfaction with web-based courses– An exploratory study of two on-line MBA programs”,
Management Learning, 33(3), pp. 331–347.
Barbeite, F. G., & Weiss, E. M. (2004), “Computer self-efficacy and anxiety scales for an Internet sample: testing measurement equivalence of existing measures and development of new scales”,
Computers in Human Behavior, 20,pp. 1–15.
Bhattacherjee, A. (2001) ,“Understanding information systems continuance: an expectation confirmation model”, MIS Quarterly, 25(3),pp. 270–351.Burke, K. & Chidambaram, L. (1996), “Do mediated contexts differ in information richness? A comparison of collocated and dispersed meetings ”, In. F. Nunamaker. Jr., & R. H. Sprague. Jr. (Eds.), Proceedings of the Twenty-ninth Annual Hawaii International Conference on Systems Sciences, vol. 3,pp. 92-101. Los Alamitos, CA:lEEH Computer Society Press.
Chang, H. H., & Wang, H. W. (2008), “The Relationships among e-Service Quality, Value, Satisfaction and Loyalty in Online Shopping”,
European Advances in Consumer Research, Volume 8, pp. 10-14.
Chea, S., & Luo, M. M. (2006), “E-Service Customer Retention _ The Roles of Negative Affectivity and Perceived Switching Costs”, Journal of Information Science and Technology, JIST 3(2), pp. 5-22.
Chickring, A. W., & Gamson, Z. F. (1987), “Seven Principles For Good Practice in Undergraduate education” Washington Center News, Fall.
Gattiker, U. E., & Hlavka, A. (1992). “ Computer attitudes and learning performance: Issues for management”, education and training Journal
of Organizational Behavior, 13(1), pp. 89–101.
Ha, H. Y. (2006) ,“An integrative model of consumer satisfaction in the context”., International Journal of Consumer Studies,30,2,March ,pp. 137–149.
Hair, J. F. Jr., Tatham, R. L., & Anderson R. E., & Black W. C. (1995),“Multivariate Data Analysis：with readings”, Prentic Hall.Hackley, P. (1997),“Teaching effectiveness in technology-mediated distance learning”, Academy of Management Journal, Vol. 40, No. 6.pp. 1282-1309.
Harasim, L. M. (1995), “Learning networks：A field guide the teaching and learning online”, MA：MIT Press, Cambridge.
Hong, K. S. (2002),“Relationships between students’ and instructional variables with satisfaction and learning from a Web-based course”,Internet and Higher Education, 5, pp. 267–281.
Johnson , R. D.,Hornik, S., & Salas, E. (2008), “An empirical examination of factors contributing to the creation of successful e-learning environments”, Int. J. Human-Computer Studies 66 , pp.356–369.
Kaiser, H. F. (1974), “An Index of Factorial Simplicity”, Psychometrika,Vol.39,pp.31-36.
Kanuka, H., & Nocente, N. (2003), “Exploring the effects of personality type on perceived satisfaction with web-based learning in continuing professional development”, Decision Education, 24(2),pp. 227–245.
Khan, B. H.（1998）, “Web-based instruction（WBI）.An introduction”,Educational Media Internationa,35（2）,p63-71.
Lee, J. K.,& Lee, W. K. (2008), “The relationship of e-Learner’s self-regulatory efficacy and perception of e-Learning environmental quality”, Computers in Human Behavior 24,pp. 32–47.
Liao, H. L.,& Lu, H. P. (2008), “The role of experience and innovation characteristics in the adoption and continued use of e-learning websites”, Computers & Education 51 ,pp. 1405–1416.
Liaw, S. S., Huang, H. M., & Chen, G. D. (2007), “An activity-theoretical approach to investigate learners’ factors toward e-learning systems”, Computers in Human Behavior 23, pp. 1906–1920.
Liaw, S. S. (2008), “Investigating students perceived satisfaction,behavioral intention, and effectiveness of e-learning _ A case study of the Blackboard system”, Computers & Education 51, pp 864–873.
Mahdizadeh, H., Biemans, H.,& Mulder, M. (2008), “Determining factors of the use of e-learning environments by university teachers”,Computers & Education 51, pp. 142–154.
McVeigh, H. (2008), “Factors influencing the utilisation of e-learning in post-registration nursing students”, Nurse Educ. Today,doi:10.1016/j.nedt.2008.07.004.
Oliver, R. L. (1980), “A cognitive model for the antecedents and consequences of satisfaction”, Journal of Marketing Research, 17,pp. 460–469.
Piccoli, G., Ahmad, R., & Ives, B. (2001), “Web-based virtual learning environments_A research framework and a preliminary assessment of effectiveness in basic IT skills training”, MIS Quarterly Vol. 25
No. 4. pp. 401-426
Pituch, K. A., & Lee, Y. K. (2006), “The influence of system characteristics on e-learning use”, Computers & Education 47, pp.222–244.
Roca, J. C., & Gagné, M. (2008), “Understanding e-learning continuance intention in the workplace_A self-determination theory perspective”,Computers in Human Behavior 24,pp. 1585–1604.
Robinson, J. P., Shaver , P. R.,& Wrightsman, L. S. (1991), “Criteria for scale selection and evaluation,”San Diego, CA： Academic Press.
Selim, H. M. (2007), “Critical success factors for e-learning acceptance_Confirmatory factor models”, Computers & Education 49 ,pp. 396–413.
Stokes, S. P. (2001), “Satisfaction of college students with the digital learning environment. Do Learners’ temperaments make a difference?”, Internet and High Education, 4, pp. 31–44.
Sun, P. C., Tsai, R.J., Finger, G.,Chen, Y.Y.,& Yeh, D. (2008), “What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction”, Computers & Education 50,pp. 1183–1202.
Tzouveli, P., Mylonas, P., & Kollias, S. (2008), “An intelligent e-learning system based on learner profiling and learning resources adaptation”, Computers & Education 51,pp. 224–238.Thurmond, V. A., Wambach, K., & Connors, H. R. (2002), “Evaluation of student satisfaction _ determining the impact of a web-based”,American Journal of Distance Education, 16(3), pp .169–189.
Wang, Y. S., Wang, H,. Y&. S,h eDe. Y. (2007), “Measuring e-learning systems success in an organizational context_ Scale development and
validation”, Computers in Human Behavior 23,pp. 1792–1808.
Zhang, X., Prybutok, V.,& Huang , A. (2006) ,“An empirical study of factors affecting e-service satisfaction” ,Human Systems Management
25,pp. 279–291.