線上學習可以讓使用者依個人需求自行選擇課程、依個人時間選擇上網學習的時段，然而，也因著線上學習的學習方式不論在時間上、空間上均有較大的彈性，學習者似乎更需有自律精神與自我效能並明瞭自己學習的目的、需求、學習動機等，方能引發學習者的使用意願，達到更佳的學習績效。本研究採用「計劃行為理論(TPB)」、「科技接受模式(TAM)」及「任務科技配適理論(TTF)」三個模式觀點，經綜合或變形後提出四種比較模型，針對理解「個人線上學習系統使用」的貢獻程度進行比較。獲得的比較結果為： 1.以實務的觀點，科技接受模式是最適合的理論； 2.若從瞭解使用者行為模式的全貌及理解程度而言，TAM和TPB整合的模型或者TAM和TTF整合的模型是最適合的理論。

E-learning provides learners with self-selected courses, flexible learning schedules which cater to learners' demands. However, self-discipline and self-efficacy will be more important for learners to take advantage of e-leaning flexibility. Learners have to recognize their learning objectives, learning motivations and learning requirements to evoke their learning intentions in order to achieve higher performance. Our study adopts Theory of Planned Behavior(TPB), Technology Acceptance Model(TAM) and Task-Technology fit(TTF) models and proposes four integrated models. We compare these four models in terms of contributions toward e-learning application. We conclude that: 1. TAM will be the best model in educational practice. 2. Either the integrated model of TAM with TPB or the model of TAM with TTF will be appropriate to explain users' behavior.

線上學習; 計畫行為理論; 科技接受模式; 任務科技配適理論

E-learning; Theory of Planned Behavior (TPB); Technology Acceptance Model (TAM); Task-Technology fit Model (TTF)