本研究主要目的探討學習者的數位學習自我效能、數位課程特性、數位教學平台的易用與有用性與學習成效之關聯性。本研究從相關的文獻探討開始著手，再根據其理論基礎建立本研究之架構與假設，並選用適當的問卷為研究工具，以淡江數位學習碩士在職專班之學生為對象實施問卷調查。針對回收的有效樣本 97份資料，進行信度分析、樣本描述、探索性因素分析、驗證性因素分析及路徑分析。經實證分析和討論後，獲致主要結論如下： (1) 數位學習碩士在職專班學生其主要學習動機為獲得學位證書與提升專業素養；(2) 學習者的數位學習自我效能對數位教學平台的認知易用性有顯著正向影響； (3) 數位課程特性對學習成效有顯著正向影響；(4) 教學平台的認知易用性對數位教學平台的認知有用性有顯著正向影響；(5)數位教學平台認知有用性對學習成效有顯著正向影響。 The main purpose of this thesis is to investigate the relationship among E-learning self-efficacy, characteristics of digital course, perceived ease of use and perceived usefulness of digital learning platform, and learning outcomes. In determining the motivation, development of research and research purposes, using related literatures collected from around the world to confirm the framework and hypothesis of this study. The main subjects of this thesis were the E-learning executive master’s program students of Tamkang University. To effective 97 materials of sample retrieving, analyze the reliability, descriptive statistics, exploratory factor analysis, confirmatory factor analysis, and path analysis. After the empirical research, the findings as follows: 1. E-learning Master''s students whose main motivation is to obtain diplomas and enhance professionalism. 2. E-learning self-efficacy has significantly positively impacts on perceived ease of use of digital learning platform. 3. Characteristics of digital course positively affects on learning outcomes. 4. Perceived ease of use of digital learning platform has significantly positively impacts on perceived usefulness of digital learning platform. 5. Perceived usefulness of digital learning platform has significantly positively impacts on learning outcomes.
