| Summary: | 碩士 === 國立高雄師範大學 === 資訊教育研究所 === 94 === Nowadays, many scholars have accomplished empirical action researches of Project Based e-Learning, and the result has showed that Project Based e-Learning is beneficial to the actual teaching climate. Nevertheless, most of the researches were focused on a certain subject or course, which became a limitation when the research was in progress. For example, when a project was limited to a single subject or course, it was often lacking of a systemized integration for questions, which caused the development of Project Based e-Learning to not be standardized and systemized. Therefore, this study is based on the Theory of Planned Behavior to explore factors which affect students’ learning by adopting Project Based e-Learning method. After literature reviews were done, beliefs on the subject of exploring, task structure, group interaction and thinking style were found to be external variables affecting Project Based e-Learning. In this study, students in Kaohsiung who attended the 7th Taiwan School Cyberfair Project Based Web Design in 2006 were selected for conducting a questionnaire survey, and related statistic methods were used to analyze the data. The research findings showed that (1)For demographic variables, different method of joining the team, total count of team numbers, advisors, parent-volunteers, reports of progress, and research hours, had significant differences on Project Based e-Learning Behavior for students; (2)Attitude of students toward Project Based e-Learning is positively affected by beliefs on subject of exploring, task structure, and group interaction. On the other hand, subjective norm of Project Based e-Learning has no affect on the attitude of students toward Project Based e-Learning; (3)Subjective norm of students is positively affected by task structure and group interaction; (4)Perceived behavioral control of students’ Project Based e-Learning is positively affected by group interaction and thinking styles; (5)Intention of students’ Project Based e-Learning is positively affected by their attitude toward Project Based e-Learning, by both subjective norm and perceived behavioral control of Project Based e-Learning; (6)Behavior of students’ Project Based e-Learning is positively affected by both intention and perceived behavioral control of Project Based e-Learning; (7)The result shows that the intention of Project Based e-Learning has the strongest total effect on the behavior of Project Based e-Learning, followed by group intention, perceived behavioral control of Project Based e-Learning, attitude toward Project Based e-Learning, subjective norm of Project Based e-Learning, thinking styles, task structure, and lastly the belief of subject of exploring has the weakest total effect.
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