線上學習提供了一個跨越時間區隔與空間距離、沒有人數限制的學習途徑。雖然 線上學習的學習方式不論在時間上、空間上均有很大的彈性，但學習者需更有自律精 神及明瞭自己學習的目的、需求、學習動機與自我效能，方能引發學習者的使用意願， 進而增加學習的效果。 本研究綜合「自我效能」、「科技接受模式」與4壬務科技配適模式」的觀點， 提出「個人線上學習行為傾向」因果模式，經結構化方程式模型之建構與實證。就線 上學習系統探用而言，研究結果發現：⑴任務（教材內容）、科技（彈性、互動性、 系統規範）、個人特質（線上學習自我效能、意見領袖與相容性）三者配合愈高，愈 會正向影響個人使用線上學習的有用與易用的信念。⑵任務、科技、個人特質三者相 互的配合，方能影響個人的知覺有用，再轉而正向影響其使用意願。⑶使用態度對使 用傾向的影響最顯著，其次為配適度、知覺有用與知覺易用。

People can learn anytime and anywhere by Electronic learning (e-leaming)? but the context of Electronic learning and the role of learner differ from the traditional classroom. Elec-tronic learning make learning more flexible and interactive, and more self-regulation, selfefficacy, goal setting seem more necessary. This paper integrates self-eflBcacy, technology acceptance model and task-technology fit model to explore the behavior and intention of e-leaming user. A framework of e-leaming behavioral intention model was proposed and verified by Structure Equation Model (SEM). The data showed that (1) the fit of Task (content quality), technology (flexibility, interactivity and system norm) and personal characteristic (e-leaming self-efBcacy? opinion leadership and compatibility) has positive effect on the belief of ease and usefulness. (2) The relationship between perceived usefulness and the intention was indirect by the influence of fitting. (3) Attitudes toward E-leaming has most significant influence on the behavioral intention to use E-leaming, then the fitting, perceived usefulness and perceived ease of use.