| Summary: | 碩士 === 國立中正大學 === 資訊管理所暨醫療資訊管理所 === 97 === Due to rapid development of information technology and Internet, e-learning begins to be used to assist in teaching. Prior studies confirmed that e-learning assisted teaching outperforms traditional teaching. However, appropriate theoretical base was neglected in these studies. This study integrated mastery learning theory with discrepancy theory to examine the influencing factors of e-learning assisted teaching on learning outcomes. A field survey was conducted in National Chung Cheng University’s e-learning assisted teaching courses. One hundred and thirty usable responses were collected. The response rate approximated 94.9%. The results indicated that: (1) Opportunity to learn, speed to learn, instructional presentation, instructional feedback, capability to understand instruction, and motivation to learn significantly affect perceived learning effectiveness, learning satisfaction, and perceived skill. (2) Time to learn significantly affects perceived learning effectiveness, learning satisfaction, and perceived skill. Finally, implications from the findings are also provided.
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