本研究旨在探討不同的學習導引設計與操作指引類型對網路自我效能程度不同的學習者執行網路任務之影響。研究樣本為271名進行網路填報任務的各級學校教職員。研究變項包含學習導引、操作指引與網路自我效能。學習導引依照自我觀察接近性的不同分為循序導覽與動態導覽兩種設計，操作指引依照學習方式的不同分為互動式演練範例與示範式演練範例兩種類型，網路自我效能依照網路自我效能量表得分之標準分數將學習者分為高/低網路自我效能兩組。
研究結果發現：(1)學習導引與操作指引皆是學習者在執行網路填報任務時不可或缺的好幫手；(2)運用動態導覽可以減少學習者中斷學習的機會；(3)互動式演練範例能提升學習者使用意願；(4)學習導引與操作指引對學習者之任務完成時程有交互作用：使用互動式演練範例時要配合動態導覽以提升任務完成效率，而使用循序導覽時要配合示範式演練範例以提升任務完成效率；(5)透過學習導引與操作指引能提升低網路自我效能者的網路任務掌控信心，動態導覽與互動式演練範例能提升學習者的網路任務掌控信心；(6)高網路自我效能者對於學習導引與操作指引評價較高，而且動態導覽與互動式演練範例獲得較高的評價。

The purpose of this study was to investigate the appropriateness and effectiveness of navigation and online-help on e-learners with high/low Internet self-efficacy in completing an assigned Internet task. Participants were randomly assigned to one of the four groups: the dynamic-navigation interactive-help group, the sequential-navigation interactive-help group, the dynamic-navigation demonstrative -help group, and the sequential-navigation demonstrative-help group. Participants were categorized as high Internet self-efficacy and low Internet self-efficacy according to the standard scores of Internet self-efficacy.
The results showed that (1) navigation and online-help were important tools for e-learners, (2) dynamic navigation could reduce the chances of the e-learners’ interruption during learning, (3) interactive help could raise e-learners’ willingness of using online-help, (4) the interaction of navigation and online-help on time-to-complete-task was significant, (5) dynamic navigation and interactive help can raise e-learners’ confidence of controlling the task, and (6) high Internet self-efficacy learners showed higher positive attitude toward navigation and online-help than low Internet self-efficacy learners.

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