根據英國經濟學人及IBM於2004年2月共同發表的「2003年全球數位學習準備度排名報告」（The 2003 e-learning readiness rankings）排名中，我國在亞洲的數位學習準備度名列第三。而民國91年1月15日行政院國科會通過「數位學習型國家型科技計畫」的構想，明確揭櫫建立高品質數位學習環境，使台灣成為全球「線上學習科技」研究領先國家之一，並進而成立「學習科技產業大國」。由此可知，數位學習（e-learning）已成為一股不可抵擋的潮流和趨勢。
本研究採用訓練移轉成效模型，並針對e-learning的重要特性，以受訓者特質、訓練內容、工作環境、系統設計等四項自變數，分別探討其對訓練移轉成效的影響程度，訓練移轉成效在本研究中表示受訓者將e-learning訓練及課程所學應用在工作上的程度；另外，本研究納入學習滿意度之中介變數，以確實瞭解學習滿意度對自變數及依變數的中介影響成效。研究對象參考資策會「數位學習大未來」一書中目前國內已導入e-learning訓練課程的企業共69家，透過問卷發放以及後續得到的資料分析結果，分別得出以下幾點結論：

一、當受訓者受訓動機越強，或者越容易接受電腦學習的訓練方式時，受訓者的學習滿意度與訓練移轉成效越高。
二、當受訓者能根據自己需求來選擇適合的訓練時間或課程，或者跟一起受訓的學員能有良好互動，受訓者的學習滿意度與訓練移轉成效越高。
三、當受訓者的工作環境能提供有利於受訓者進行e-learning課程的條件時，受訓者的學習滿意度與訓練移轉成效越高。
四、當e-learning系統在操作上較為容易上手，或者能夠提供多樣化的評估方式，並立即反映受訓者的學習成效時，受訓者的學習滿意度與訓練移轉成效越高。
五、學習滿意度對受訓者特質、訓練內容、系統設計、工作環境與訓練移轉成效之間的中介效果明顯存在。

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－trainee characteristics, training contents, system design, and working environment, one intervening variable－learning satisfaction, and one dependent variable－training transfer effectiveness. Through questionnaire investigation and data analysis, the conclusions are in the following：
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.

第一章　緒論 1
第一節　研究背景與動機 1
第二節　研究目的 3
第三節　研究流程 4

第二章　文獻探討 5
第一節　e-learning 5
第二節　學習滿意度 12
第三節　訓練移轉 18

第三章　研究方法 23
第一節　研究架構 23
第二節　研究假設 24
第三節　研究工具與研究變項之操作性定義 26
第四節　研究對象 35
第五節　樣本特性分析 38

第四章　資料分析 41
第一節 受訓者特質、訓練內容、工作環境、系統設計、學習滿意度與訓練移轉成效等變項之相關分析 41
第二節 受訓者特質、訓練內容、工作環境、系統設計等變項對學習滿意度與訓練移轉成效之影響分析 43
第三節 學習滿意度對受訓者特質、訓練內容、工作環境、系統設計等變項與訓練移轉成效之中介效果分析 51
第四節　假設驗證與結果彙整 56

第五章　結論與建議 62
第一節　結論 62
第二節　建議與研究限制 64

參考文獻 68
附錄 75

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