各式的線上學習平台在過去十年間相繼以同步或是非同步的形式出現，其目的為協助學生 改善學習的效率及提昇學習滿意度。不同於傳統面對面的教學模式，線上教學平台提供教師可 以在任何時間或是任何地點與學生們進行討論及溝通；此外，可提昇教材充份的被重複利用的 機會。為瞭解學生是否充份使用學習平台的資源並且瞭解其實際的學習成效，本研究選擇在輔 仁大學校内被廣泛使用的教學平台一iCan，作為本研究調查對象。研究方法上使用知名與成熟 的多目標決策分析方法一層級分析法（Analytic Hierarchy Process, AHP)以評估教學平台與相 關功能的成效。研究首先採用腦力激盪法並基於學習者觀點設計層級分析法問卷，研究問卷架 構考慮三項評估構面，其分別為個人學習（individual learning)、群組學習（group sharing)及 學習成效（learning performance)。三個評估構面並分別包含四個評估項目與相關描述，最後 透過這十二個項目評估教學平台中主要的五個功能，即所謂的實踐實務。研究並基於不同課程 型態，透過層級分析法問卷以暸解使用者預期線上學習平台提供的幫助，並進而分析線上學習 平台各功能是否可支援不同課程型態之學習活動。研究預期透過該實證研究可以提供教師有效 利用線上學習平台設計課程並提昇學生學習效率與滿意度。

A growing number of higher education institutions have adopted asynchronous and synchronous Web-based learning platforms to improve students’ learning efficiency and increase learning satisfaction in the past decade. Unlike traditional face-to-face learning methods, e-learning platforms allow teachers to communicate with students and discuss course content anytime or anywhere. In addition, the teaching material can be reused via the e-learning platforms. To understand how students use e-learning platforms and what the implications are, we conducted an empirical study of the iCAN e-learning platform, which has been widely used in Fu-Jen Catholic University since 2005. We use the Analytic Hierarchy Process (AHP), a well-known multi-criteria evaluation approach, to compare five practices, i.e. the functions of the iCAN teaching platform. We adopted a brainstorming approach to design a questionnaire to measure learners，perception of the e-learning platform based on the theory of knowledge transforming process in knowledge management. Accordingly, the model considers functioning and objectivity in terms of the following three attributes of learning effectiveness: individual learning, group sharing and learning performance. Twelve criteria with twelve evaluation items were used to investigate the effectiveness of the five practices. We also evaluated the strengths and weaknesses of the functions based on the types of courses in the iCan platform. We expect that the empirical evaluation results will provide teachers with suggestions and guidelines for using the e-learning platform effectively to facilitate their teaching activities and promote students’ learning efficiency and satisfaction.