A Study on the Success Factors and Management of E-Learning Executive Master Program

本研究以數位學習碩士在職專班為研究主題，由研究文獻分析中釐清遠距教學與數位學習的相關概念，而後針對數位學習品質概念與發展進行深入探討，經文獻分析後發現，國內在數位學習研究領域中對於行政管理機構研究部分相對較少，因此本研究以民國95年至民國98年間已經通過教育部數位學習碩士在職專班認證，並且持續開班招生的數位學習碩士在職專班的數位學習機構為主要研究對象，研究目的主要是以數位學習碩士在職專班行政管理者的角度瞭解數位學習碩士在職專班的成立的過程及經營現況，並且探討各數位學習碩士在職專班能夠成功通過教育部數位學習碩士在職專班認證，並持續招生開課的成功因素，最後對於數位碩專班整體認證制度提出意見，並且針對數位學習相關政策所帶來的影響提出綜合性的討論。 本研究透過對數位學習碩士在職專班行政管理者的深入訪談，發現數位學習碩士在職專班成立的原因，大致由教師結合專長及專業，經過長期發展耕耘的內部因素及順應數位學習發展趨勢並且為了減緩招生壓力的外部因素相互影響，驅使各系所發展成立。而目前數位學習碩士在職專班的經營上，面臨招生及宣傳管道不穩定的情形，教師意願及學生準備度則影響專班的開設與學習成效，而團隊共同合作與管理則是經營的方式與特色。而數位學習碩士在職專班能夠通過教育部數位學習碩士在職專班認證，且持續開課招生的成功因素，大致是因為有學校政策與教師的支持，以及不同專業領域的整合與永續發展，而學生背景則會影響專班的招生與學習成效。對於目前教育部的數位學習碩士在職專班申請審核及認證制度，普遍有審查時間太長、認證時間太短、規範內容過於繁瑣等相關意見，而學生對於在學位證書加註遠距教學的相關規定則影響了學生修習意願。 最後本研究認為在考量成立數位學習碩士在職專班之前必須詳細評估學生需求與校內既有資源，成立後應持續經營與永續發展，在未來研究方向上，則建議以數位學習碩士在職專班認證制度、學生背景及態度與校內其他支援單位等作為進一步的研究主題，讓國內數位學習品質認證制度與相關研究更加完善。The research focuses on E-Learning Executive Master Program. Through literature analysis, the author finds that there seems to be little study that focuses on the administrative and managerial aspect of E-Learning. Therefore the focuses of this research are the institutions that certificated by Ministry of Education from 2006 to 2009, and continue to recruit students, and the purpose of this research is to understand the establishment process and management of E-Learning Executive Master Program, and to realize the reasons that these institutions can be certificated and continue recruiting students. It is hoped that through study this topic, the study can provide comments and suggestions to E-Learning Executive Master Program Certification and offer the comprehensive discussion about the influence of related policies. Through interviews with the chairman of the institutions, there are two reasons that E-Learning Executive Master Program is formed. The internal factor is that teachers with specialty do the long-term development, and the external factor is that to follow the trend of E-Learning and to release the pressure of student recruitment. These institutions face the unstable situation of student recruitment and propaganda media. Both teachers’ willingness and learning readiness of students affects the establishment of these programs and the effectiveness of student learning. Team cooperation and management is the common mode of business operation and the characteristic of these programs. The successful factor that E-Learning Executive Master Program can be certificated by Ministry of Education and continue to recruit students is the support of teachers, and combined specialty from different disciplines. Student background will affect the establishment of such programs as well as learning result of students. It is thought that the application of E-Learning Executive Master Program and the certification system took too much time, the authentication time is too short, and the rules are too complicated. As for students, the marking of Distance Education on the diploma affects their willing to take part in these programs. Finally, the research shows that before establishing E-Learning Executive Master Program, student demand and existing resources should be carefully evaluated. Once it is established, it should be managed continuously and developed for long-term running. In terms of future research direction, it is suggested that further studies can focus on certification system, student background and student attitude, and other supporting departments from school