Effect of Quality on Learning Effectiveness, Learning Intention and Learning Satisfaction

• Main Authors: Yu - Wei, Yang, 楊育瑋
• Other Authors: Yun - Kuei, Huang
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/33103201736800445556

碩士 === 德明財經科技大學 === 行銷管理系 === 101 === With the communication technology, computer and other information technology progress, it impacted and changed the dissemination of information and personal learning (Njagi 2003). Jay Cross first proposed e-learning In 1999, that set off the enthusiasm of business and school in e-learning (Internet Time Blog, 2007). In the 21st century, e-learning continued to grow in higher education institutions at an alarming rate and gradually being taken seriously (Anderson, 2003; Liao & Lu, 2008). Hoffman & Schraw (2009) pointed out that learning effectiveness based on a minimum of time spent, effort or cognitive resources to achieve established learning objectives ability. Kolfschoten et al. (2010) believes that learning effectiveness for novice learners acquire skills and knowledge to enable them perform tasks like a pro. Guglielmino (1977) pointed out that the learning intention means individuals can trigger independent continuous learning, arrange appropriate learning steps, develop learning plans and take advantage of time to complete. Hoyt (1973) also pointed out that the stronger learning intention learner that will produce satisfactory experience in learning activities. Piccoli, Ahmad & Levs (2001) pointed out, revealing understanding learning satisfaction can evaluate and predict learners in the future possibilities and opportunities in similar learning styles. Delone & McLean (1992) proposed that the information quality available to learners of e-learning has a positive correlation with the value of their learning experience. Bharati (2002) mession that ease of use, convenience of access and system reliability to assess system quality, that is indeed a positive effect on the work support satisfaction. Cronin, Brady & Hult (2000) pointed out that the first line of customer service in the service encounter plays an important role to influence customer perceptions. Sale staffs’ expertise and attitude help customers get good service experience in services (Baker et al, 2002). Therefore, this study suggests information quality, system quality, and service quality in e-learning center will affect learning effectiveness, learning intention and learning satisfaction. The study explored Taiwan Knowledge Bank’s (the biggest e-learning service center in Taiwan) e-learning course students as a sample, developed scale, verified information quality, system quality and service quality on learning effectiveness, learning intention and learning satisfaction that are significant. These results can be used as reference in the promotion of e-learning as other business or education institutional.