| 摘要: | 本研究以產業環境理論來分析數位學習產業中的環境及其核心資源分布，並描繪數位學習業者的商業模式，最後針對目前的產業現況提出可以改善的建議。 本研究首先透過文獻回顧，廣泛收集數位學習相關文獻，藉以強化理論基礎，接著，運用Lincoln and Guba於1985年提出之「自然主義研究法」，以深入訪談的方式來瞭解數位學習業者面臨的競爭環境、擁有的資源以及商業模式為何？ 本研究結論有四：(1)數位學習產業面臨的潛在進入者的威脅程度高，同業間的競爭、供應商的議價力程度低，而替代品的威脅與購買者的議價力程度中等。(2)數位學習業者具有的核心資源包括資金、講師群、品牌/商譽、數位課程、客戶關係、數位課程通路、課程企劃能力、數位課程開發能力、網路技術研發能力、E-learning技術研發能力、E-learning導入顧問能力及教育事業經營能力等。(3)部分業者透過實體加虛擬的方式提供服務，藉以增加商品與服務的價值；部分業者透過合作與策略聯盟，以最有效率之方式將服務或產品傳遞給消費者。(4)建議業者間以合作方式共同開發市場、以更有策略性的眼光進行研發製作、以學習者的需求為出發點來設計數位內容與學習工具，政府應加強數位學習的教育推廣、協助補教業者轉型、並加強數位學習行銷人才的培育。 This study attempts to analyze the environment of the E-learning industry and the distribution of its core resources from the industrial-environment theoretical perspectives. Further, the business model for E-learning enterprises was identified. Finally, several suggestions and recommendations were offered to improve the E-learning industrial current status. At first, the literature review was conducted to gather theoretical foundations related to E-learning. Then, the qualitative method, the “Naturalistic Inquiry,” was used for in-depth interviews. There were three purposes of the study, including: (a) to understand the competitive environment that the E-learning industry faced, (b) to locate the resources E-learning enterprise had and (c) to identify the business model of the E-learning industry. According to the study results, the following conclusions were made： (1)The E-learning industry faced the high level of threat of entry, the low level of intensity of rivalry among existing competitors, the low level of suppliers’ bargaining power, the middle level of pressure from substitute products, and the middle level of buyers’ bargaining power. (2)The core resources of the E-learning enterprise included funds, lecturers group, the brand /reputation, the courses, customer relations, digital courses channels , the capacity for planning the curriculum, the capacity for developing digital courses, the capacity for developing network technologies, the capacity for developing E-learning technologies, the consultative capacity for E-learning introductions , the capacity for managing the educational business, etc. (3)Some E-learning enterprises tried to increase the value of learning products and services through physical and virtual ways of delivery; others used cooperation and strategic alliances to provide consumers the most efficient services or products. (4)The findings suggested that the inter-industry cooperation should be promoted to jointly develop the E-learning market, collaboratively conduct the research and development for E-learning products, and design the digital content and learning tools to meet the learners’ needs. Meanwhile, the Taiwan authority should promote E-learning, help the cramming schools in transistion, and make efforts to foster the E-learning marketing professionals. |
