| Summary: | 博士 === 國立成功大學 === 創意產業設計研究所 === 102 === The development of full-fledged e-learning tools in recent years has highlighted its benefits—no time or space limitations, reduced learning time and cost, and the availability of interactive and diverse materials, making it a suitable option for after-school remedial learning. The question that arises is how can value be added to entrance-examination-oriented services? An innovative business model that connects e-learning with physical learning support mechanisms could effectively improve user-learning motivation and performance as well as service innovations that could further differentiate e-learning providers. With this in mind, this study examines the methods needed to help meet consumer expectations after e-learning product purchases.
Secondary school students preparing for entrance examinations are generally passive learners, meaning that they may be less motivated to learn through e-learning courses (ELC), resulting in an abandonment of e-learning tools. Furthermore, the integrity of e-learning materials has often been questioned regarding the lack of physical learning support mechanisms and poor learning interaction, both of which may contribute to learners’ poor performance. In addition, current e-learning materials often follow a one-time, buy-all sales strategy that provides users with an extended period, which means that the e-learning products are highly priced. Moreover, the consequence of this sales strategy is that users are tied to the purchased products, as switching costs are high.
Based on the results of a user survey, in-depth user interviews, and a business-model-based case analysis, this study designs an innovative competitive e-learning business model. Current e-learning products are most often sold using a monorail approach such as by direct marketing or through stores, after which the users are left to their own devices. However, users question the effectiveness this e-learning business model, as it is believed that the lack of the mentor mechanisms found in physical learning is a problem for e-learning promotion.
The study explored method to reduce barrier to e-learning, improve student acceptance, and build innovative e-learning model for a unique business mode that addressed user’s long-standing distrust of the technology and achieved a better learning efficiency, in order to achieve the purpose of research.
The Top1 Study Center developed in this study integrates physical learning support services with e-learning. The proposed innovative business model was tested for three years to verify whether it was able to increase the consumer’s intention to purchase and motivation to use. Over the three years of observation, the Top1 Study Center produced better results for the business-model-based operations and sales revenues and showed greater operational efficiency compared with traditional e-learning business units. Therefore, it was proven that an innovative business model that combines physical channels with dedicated learning support teams can boost the effectiveness of e-learning sales and market acceptance.
Through the research and its evidence, it was found that innovative integrated virtual and physical service proved to be essential for e-learning users, especially the high school students. In the study, a dual-track innovative business model was proposed for e-learning. The highly customized and innovative service was introduced into the e-learning process, and a perfect mentoring mechanism with physical counseling environment were the supporting services. The study found that the innovative business model could be a new remedial teaching option for high school students and was a driving force for innovation based on the result of research on the existing e-learning market.
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