本文藉由資訊系統成功模式的三個構面（資訊品質、服務品質、系統品質）來探討國中老師使用數位學習服務平台線上研習的學習滿意度與學習成效及不同的老師背景變項對學習滿意度及學習成效的影響，以了解其各向度之現況、相關程度和預測力。評估結果，簡述如下：‧國中老師使用數位學習平台線上研習之學習成效不會受到不同老師的背景變項而有所影響，其檢驗結果都達不顯著。‧資訊系統成功模式的三個構面對學習滿意度與學習成效，均達顯著。 上述的研究結果，可以促進對國中老師使用網路數位學習平台線上研習成效及專業能力的養成，並提供給教育行政機關、系統開發者與系統管理者之參考，以作為縣府教育單位、學校單位推動執行教師研習課程需求，提升老師資訊素養及專業能力。 This thesis uses the three aspects (information quality, service quality, and system quality) of Information System Success Model (ISSM) to explore junior high school teachers' Learning Satisfaction and Effect of Learning about their using e-Learning service platform. In order to understand the current situations of different aspects, relationship and predictive power, we examine whether teachers’ different backgrounds have influence on Learning Satisfaction and Effect of Learning. The results of evaluation are briefly described as follows: (1) teachers’ backgrounds don't have significant influence on Learning Satisfaction and Effect of Learning; (2) the three aspects of ISSM have all significant influence on Learning Satisfaction and Effect of Learning. The above research results can promote the on-line learning effect for the teachers' using e-Learning platform and the acquisition of specialties. These results can also provide the education authorities, system developers, and system managers with references to enforce the requirement of teacher learning curriculum, and upgrade teachers' information accomplishments and specialties.
