本研究主旨在探討網路化訓練教學設計人員執行教學設計過程所具備的能力及相關議題。相關議題包括企業運用網路化訓練課程的現況、網路化訓練人員執行過程中的困難、專業倫理、角色現況。本研究採質的個案研究法，共選取五位具有教學設計經驗的專業人士進行面對面的訪談。經由訪談資料及文件資料的分析後，本研究得到下列結論:
一、目前在時代趨勢、網路優勢下，企業運用網路化訓練課程現況主要為基礎性課程、專業性課程、內容更新快的產品訓練課程。
二、目前網路化訓練教學設計者執行教學設計過程中具備能力可分為知識、態度、各階段（分析、設計、發展、執行、評鑑）能力三大構面，其中各階段構面能力如下:
（一）分析階段主要能力為運用訪談、蒐集資料能力以執行分析企業內部訓練需求、環境及成本考量、學習者的相關背景及內容目標。
（二）設計階段主要能力為運用觀摩、邏輯、歸納組織以執行內容的收集、規劃及討論內容架構、媒體形式、教學策略的展現。
（三）發展階段主要能力為執行撰寫、討論及製作腳本、檢查並提供腳本製作內容建議。
（四）執行階段主要能力為決定光碟或網路化形式、安裝及測試網路化訓練課程。
（五）評鑑階段主要能力為了解評鑑成果及課程滿意度。
三、目前教學設計者在執行教學設計過程中遭遇的困難，主要來自相關工作人員的支持及配合度、內容設計上的創意發揮及技術規格等，以及時間壓力三方面。
四、目前教學設計者的專業倫理主要呈現於內容層面、組織層面和個人層面。
五、目前教學設計人員在實務界中扮演著傳教士、協調者、專案經理的角色。
六、一般企業大多未具備專業教學設計人員，即使有教學設計全部或部份過程的參與，也被歸為企業中的內容專家、訓練人員、HR人員的工作任務之一。

The purpose of this study was to identify the competencies of instructional designers in Web-based training (WBT). It also included the investigations on difficulties, professional ethics, the role of instruction designer as well as the current status of WBT in Taiwan. A qualitative method of case study with face-to-face in depth interviews was employed to collect the data. Five professionals having instruction design experience in various companies were interviewed. After analyzing data, the findings and conclusions were made as follows:
1. Because of the advantages of the Internet, several types of WBT courses were implemented. These are basic, professional and fast-changing courses.
2. The instructional designer’s competencies consisted of knowledge, attitude and skills for executing five phases of WBT, namely analysis, design, development, implementation, and evaluation. These skills were as follows:
(1) Competencies for analysis phase included analyzing training, analyzing environment, analyzing cost, analyzing leaner characteristics and learning objects through interview and collection.
(2) Competencies for Design phase included identifying content, planning and discussing content, selecting instructional media, arranging instructional strategies.
(3) Competencies for development phase included writing, discussing, checking, advising and implementing storyboard.
(4) Competencies for Implementation phase included deciding, setting, and testing WBT courses.
(5) Competency for evaluating phase included understanding the evaluation of learning effectiveness and user satisfaction.
3. The difficulties of instruction design came from four aspects, including supporting and cooperating of people, creativity on content design, technical specifications of content design and time for developing the project.
4. Professional ethics of instruction designer related to three context, including design the content, organizational and personal.
5. Instructional designer played the role of a missionary, coordinator or project- manager.
6. Most of the companies did not have a full time instructional designers. Subject matter experts (SME), trainers or HR professionals were responsible for part or all of the instructional design process.

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