[[alternative]]The Study of relationship between Sense of Community and Larning Satisfaction on the Web-Based Courses

碩士商業教育學系[[abstract]]本研究旨在探究線上學習環境下，學生之社群意識、學習動機、學習滿意度與人格特質間的關係，並驗證學習動機的中介效果與人格特質的干擾效果。針對國立彰化師範大學九十七學年度第一、二學期使用「網路教學平台」修課的學生為取樣的對象，運用網路問卷的方式進行調查，總共回收225份，有效樣本211份，有效回收率為93.78%。本研究採用敘述性統計、皮爾森相關分析與迴歸分析進行問卷資料分析與檢定。 研究結果顯示：1.社群意識對學習動機具有正向影響；2.學習動機對學習滿意度具有正向影響；3.社群意識對學習滿意度具有正向影響；4.學習動機在社群意識與學習滿意度之間具有部分中介效果。5.五大人格特質之神經質，在社群意識對學習動機的正向關係中，有顯著的干擾效果。 最後，根據上述研究結果提出結論與建議，俾供學校、教育機構及後續研究者參考。[[abstract]]This study aimed to discuss the relationship between students’ sense of community, learning motivation, learning satisfaction and personality traits in the web-based learning environment. Furthermore, it verified the mediating effect of learning motivation and the moderating effects of personality traits. On-line questionnaire survey was conducted on samples selected from the students who took courses through “the web-based instruction platform” during the first and second semesters of the 2008 academic year. A total of 225 questionnaires were turned, and 211 were valid; the valid return rate was 93.78%.The data were analyzed and testified by using descriptive statistics analysis, Pearson correlation analysis and regression analysis. The study findings are as follows：1.Sense of community has a positive effect on learning motivation; 2. Learning motivation has a positive effect on learning satisfaction 3.Sense of community has a positive effect on learning satisfaction; 4.Learning motivation is the mediator between sense of community and learning satisfaction; 5. Neuroticism, among the Big-Five Personality Traits, has an significant moderating effects on the positive relationship between the sense of community and learning motivation. Finally, conclusions and suggestions are provided based on the above study finding to serve as a reference for schools, education institutions and future researchers