本研究針對高職學生的電腦課程進行數位學習(e-learning)教學實驗的觀察，探討不同教學策略之學習者學習成效；同時並以學習者學習紀錄，分析在數位學習中影響學習成效的可能因素，研究結果可做為教師未來使用數位學習課程進行教學活動或設計數位學習課程時的參考。本教學實驗針對學生分別以傳統電腦教室學習、數位學習與混合式數位學習(blended e-learning)三種教學策略，進行一學期之實驗教學，研究結果顯示：一、混合式數位學習方式、全程數位學習與傳統電腦教室學習三者在學習成績表現上無顯著差異。在電腦自我效能與學習滿意度上，三者之間則有顯著差異；就平均表現來看，混合式數位學習方式最好；其次為傳統電腦教室學習，最差為全程數位學習方式。二、採用全程數位學習方式，學習成績與線上作業分數有關，與上網次數無關。三、在混合式數位學習方式，學習成績與線上作業分數、上網次數有關，但線上作業分數有較強相關，上網次數相關較弱。 This study is an experimental observation attempting to know the learning effectiveness on computer related courses for senior high school students when using different learning strategies, and it is also trying to find out the factor which is related to students’ learning performance by collecting their learning records on the e-learning system. This study can be adopted as a reference for those who intend to design their teaching programs or e-learning activities. There are three learning strategies designed in this study---conventional computer classroom learning, e-learning and blended e-learning respectively. After being observed for a semester, there are three major findings in this research. Firstly, there is no significant difference in the students’ learning performance according to their learning ways. However, there are significant differences in learners’ computer self-efficacy and self-satisfaction. Blended e-learning, which combines the conventional computer classroom leaning and e-learning, is better than the conventional computer classroom learning or e-learning in both computer self-efficacy and self-satisfaction. Secondly, for students who learned through e-learning, their performance is correlated with their grades for on-line assignments, but not their log-in times on the e-learning system. Finally, for students who learned through blended e-learning, both the grades for on-line assignments and the log-in times on the e-learning system affect their performance, while the latter is much weaker than the former.
