欲提升國家整體數位學習之發展，政府政策實扮演了重要角色，為加速數位學習的推動，有必要擬定適用的政策，讓數位學習加速發展。本研究目的為預覽不同國家對數位學習的觀點及政策，進一步思考與了解台灣數位學習之因子，藉以研擬國家數位學習的政策。 本研究以內容分析法尋找因子來源，並採用層級分析法架構數位學習政策因子，將國家層面分為產業、教育、政府、社會四構面，其次，透過層級架構所設計的問卷內容，以產、官、學、研專家為發放對象，收集樣本資料以進行層級分析，得出各層因子權重，最後依據政策規劃流程，透過因子分類與交互作用矩陣，找出可能的政策組合，並計算歐氏距離，產出政策優先順序。 得出的政策優先次序如下：賦予數位學習適當的教育政策、提升數位學習在教育訓練的應用、建立統籌性的數位學習政策、適度地引導數位學習業者、積極推廣數位學習，最後根據此五項結論，就現有數位內容產業發展條例與教育政策法規進行檢討。 To improve national e-learning development, government policies play an important role. Suitable policies could help to push and speed up e-learning industry. The research mainly aims at generating national e-learning policies by browsing different viewpoints and policies in many countries and finding out e-learning key factors in Taiwan. Content Analysis is used to find factors of e-learning development, then to apply Analytical Hierarchy Process (AHP) is applied to set up a model which includes industry, education, government, and society dimensions. Questionnaires are mailed to the industrial, governmental, and academic experts in order to analyze weights of factors. Finally, the policies are generated by policy planning flow which including factor classification and interactive matrix. Then Euclidean distancies are calculated to find the priorities of the policies generated. The policies are shown in priority as follows : entrust e-learning with suitable education policy, increase e-learning application in the education and training field, build an integrated law for Taiwan’s e-learning , guide e-learning companies properly, and promote e-learning cognition positively. According to these conclusions, the Development Act of Digital Content Industry and the regulations of education are reviewed.
