數位學習的普及已成為現今重要的學習途徑之一，然其教學品質之掌控一直是教育界及相關學者關注的議題；由相關單位制定之數位學習認證規範或品質指標，目的即藉由規範或指標確保數位學習者所接觸之線上教學活動具有一定品質，並能預期良好學習成效。然而線上教學品質的好壞，當屬參與課程的學習者感受最為直接，因此，本研究期望從學習者的觀點探究數位學習認證規範對於數位碩專班實施之影響，並藉由學習者需求之了解針對規範內容與教學機構服務提出修正建議。

為達本研究目的，研究者以教育部96年度頒佈之數位學習認證規範為主軸，針對特定數位碩專班學習者施以問卷調查及個別訪談，經由統計分析與訪談資料彙整，了解學習者之學習行為，及其對數位碩專班實施成效和數位學習認證規範的看法。研究結果顯示，學習者之參與動機以獲得學分或學位為主；教材工具以網路學習平台的使用程度最高、類型主要為簡報檔案及影音資料；其平均課業準備時數以每週6-10小時為多，課餘活動以作業撰寫為主；而學習者之潛在需求則多為「提高遠距課程之比例」，「獲得線上學習輔導人員支援」次之。

此外，綜合學習者需求及其對於規範和數位碩專班實施的看法，研究者按「學習活動設計」、「教學管理與系統服務」及「數位碩專班整體規劃」之規範架構依序說明本研究結果；最後依據研究結論，針對認證規範內容、數位碩專班及數位課程之實施等實務層面提出數點建議，並指出未來相關研究的可行方向。

E-learning is popularized and has becoming one of the important study modes in present day, yet the educational quality control still remained to be the main issue concerned by related academics. The aim of the quality assurance and indicators conducted by Ministry of Education is to insure quality online education for learners with expectable positive learning effect. The role involved in e-learning activities with keenest experiences should be the learners. Therefore, the purposes of the study is to investigate how e-learning executive master’s program affected by the implementation of e-learning quality assurance from learners’ viewpoint, and to provide the modifications for the quality assurance and the institutes services by discovering learners’ potential needs.

To reach the purposes, questionnaires and individual interviews are put into practice. Learners’ comments to the quality assurance, institution services and their learning behaviors are revealed by statistical analysis and data processing. The results show that learners’ motivation is mainly degree-oriented. The main instructional tool is online learning system, with the using of multimedia and PowerPoint file types mostly. Learners take 6 to 10 hours per week in average for class preparation. Doing assignments is the primary activity for learners after online classes. About learners’ potential needs, firstly is to raise the proportion of online courses, secondary is to obtain the supports from online tutors.

In addition, through the comprehensive analysis of learners’ opinions and statistical result, researcher summarizes the conclusions in details with three dimensions from the quality assurance framework: “designing learning activities”, “teaching management and system services” and “Overall planning of the e-learning executive master’s program”. Based on the results above, researcher gives few modifications and suggestions for the e-learning quality assurance, related institutes, e-learning courses and the further studies.

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