一、遠距教學學習者非同步學習滿意度因背景變項的不同，在部分構面達顯著差異。 二、遠距教學學習者同步學習滿意度因背景變項的不同，在部分構面達顯著差異。 三、遠距教學學習者學習成效因背景變項的不同，在部分構面達顯著差異。 四、當非同步與同步學習滿意度同時投入預測學習成效時，非同步學習內容、同步學習內容、同步互動與回饋對學習成效具顯著影響。 五、同步及非同步學習內容在眾多因素中脫穎而出，對學習成效影響甚劇。 There is growing trend towards distance education due to rapid and vigorous IT and Internet development. Distance education can be differentiated into synchronous and asynchronous learning. Existing literature points out that each method has its own pros and cons. Therefore, the Internet-assisted distance course is usually planned by instructional designers (or teachers) based on available platform functions, bandwidth constrains, course content, and learner characteristics. This study aims to examine the effect of synchronous and asynchronous distance learning satisfaction on learning effectiveness. The results are expected to provide some pointers for people planning distance learning so that a proper ratio of synchronous and asynchronous can be in place. This is a survey research. A questionnaire was used to collect data. This study targets the undergraduate students who are currently enrolled in Internet-assisted learning course at Tamkang University ((N=291, 67% valid response rate). A survey questionnaire was used collect data and the findings are: 1.Asynchronous learning distance education learner satisfaction different background variables, in some facet significant differences. 2.Synchronous learning distance education learner satisfaction different background variables, in some facet significant differences. 3.The effectiveness of distance education learners in different background variables, in some facet significant differences. 4.When all factors from the synchronous and asynchronous learning satisfaction joined together, only asynchronous learning content, synchronous learning content and synchronous interactive feedback demonstrated significant influences on learning effectiveness. 5.The learning content, both in synchronous and asynchronous environment, was found to be the most influential factor on learning effectiveness.