本研究是以質性的方法去探究企業員工網路學習的動機與絆腳石為主要目的，藉由學習動機理論與計畫行為理論的立論根基去探究企業員工網路學習的理性行為，及非理性情感對於其網路學習行為意圖的影響，本研究結果並發現Ajzen的計畫行為理論中，除了行為態度、主觀規範及知覺行為控制符合之前的文獻對於行為意圖有影響之外；另外，學習動機理論中之未來的期望信念亦能影響企業員工的網路學習行為意圖。
　　再者，在本研究的研究方法上是以現象詮釋學之方法論做為詮釋企業員工的網路學習障礙，除了以立意取樣邀請10位來自不同產業（8家企業）的受訪者，並以半結構的深度訪談，及以開放式問卷或企業員工提供的網路學習資料進行搜集探究；再者，更以紮根理論做為資料分析之方法，透過文本之分析與歸納，融入企業員工網路學習之視野。本研究結果反映出企業員工網路學習有三大類主要絆腳石，分別為：(一)望之興嘆！必須繞道而行的巨石（例，情感抗拒）；(二)需要借重工具方能跨越之大石(例，無互動的學習)；(三)擱於行進道路中絆腳的石塊(例，未適應的習慣)；其次，亦反映出企業員工網路學習有三大類的主要學習動機，分別為：(一)自發性克服萬難之必要性學習動機（例，有助於工作任務），(二)預期效益大於努力之合理化學習動機（例，便利性），(三)個人情緒化行為之非理性學習動機（例，好奇心）；最後，研究結果是以探究得知三大類學習動機去解決所發現的三大類主要絆腳石，並試擬其克服學習障礙之方法。

Abstract
　　The purpose of present study was using qualitative approach to explore the employees’ motivations and barriers of e-learning in organizations. By applying theoretical foundations of learning motivation theories and theory of planned behavior, the researcher investigated the influences of employees’ reasoned actions and emotional effects to their intentions of e-learning in private organizations. The study finds that not only attitudes, subjective norm, and perceived behavioral control in Ajzen’s theory of planned behavior have an effect on behavioral intention, conforming to the literature, but beliefs toward future anticipation as indicated in learning motivation theories also make an impact on it.
　　Furthermore, the study used phenomenological hermeneutic approach to interpret the employees’ e-learning barriers in organizations. Ten interviewees from eight different enterprises in diverse industries were selected by purposive sampling. The data were collected from semi-structured in-depth interviews, open-ended questionnaires, and e-learning documents provided by the employees. Adopting the grounded theory, the researcher conducted analysis of the text and deduction of the text to elicit the employees’ viewpoints of e-learning. The findings reflect that there are three main kinds of blocks perceived by the employees as barriers of e-learning: (1) the blocks which require the learner to make a detour on the learning path, e.g., emotional resistance; (2) the blocks which can be overcome by using implements, e.g., learning without interactions; (3) the blocks on the road, e.g., habits which the learner has not yet accommodate to. Moreover, there are also three main categories of learning motivations identified: (1) the imperative learning motivations which prompt the learner to accomplish any challenges, e.g., benefits to the tasks of their work; (2) the rationalized motivations which make the learners perceive that the future anticipation is greater than one’s own efforts, e.g., convenience; (3) the learning motivations which relate to behaviors of emotional effects, e.g., Curiosity. Drawing on the findings, it has been possible to make use of the three categories of learning motivations to conquer the three kinds of blocks (barriers). Finally, some implications are suggested for overcoming the e-learning barriers of employees.

參考文獻
一、中文部分
方永泉(2004)。詮釋學理論與教育研究的關係－以呂格爾的詮譯學理論為例。載於潘慧玲（主編）教育研究方法論－觀點與方法，191-221。台北市：心理。
何琦瑜、吳毓珍主編(2007)。教出英語力－小孩學英語，何時學？如何學？台北市：天下雜誌。
李新鄉(2008)。組織心理學。台北市：五南。
吳淑鶯、陳瑞和(2006)。計劃行為理論應用於網路書店購買行為之研究。中華管理評論國際學報，9(4)，1-24。
吳明雄、謝韻佳、陳郁樺(2007)。企業數位學習的挑戰與發展之研究。2007數位科技與創新管理研討會，700-707。
周慧菁、齊若蘭、林玉珮、施君蘭(2004)。孩子，我要你比我更國際－打造前進世界的能力。台北市：天下雜誌。
邱顯貴(2007)。企業電子化學習的關鍵成功因素之探討。中華管理評論國際學報，10(1)，1-17。
許文楷、黃秀慧、陳榮方(1996)。企業員工對新導入資訊科技之學習態度研究－以ERP系統之使用者為例。國立臺灣師範大學教育心理與輔導學系教育心理學報，38(1)，19-36。
許義忠、余泰魁(2006)。東部某大學學生上網咖意圖模式之建構。國立台灣師範大學教育心理與輔導學系教育心理學報，37（3），257-274。
許靜宜（2005）。當前e-learning發展的隱憂與解決之道。T&D飛訊，36，1-9。
張世民(2002)。在職碩士研究生的學習障礙及其因應策略之研究。國立中正大學成人及繼續教育學系碩士論文，未出版。
張春興(2003)。教育心理學－三化取向的理論與實踐。台北市：東華。
張善智(2004)。知識管理、教育訓練與e-learning之整合實踐。T&D飛訊，28，1-11。
資策會(2006)。我國產業e化能力穩定中求進步，創新資訊應用蔚為風尚。資策會FIND/經濟部技術處「創新資訊應用研究計畫」。http://www.find.org.tw/find/home.aspx?page=many&id=153 (98/5/2)
資策會(2007)。「行動影音」、「安全監控」服務，未來一年民需求最強烈。http://www.find.org.tw/find/home.aspx?page=many&id=188 (98/5/2)　
資策會(2008)。「2008產業資訊應用現況與需求調查」－企業資訊應用與連網發現況。資策會FIND/ 經濟部技術處「創新資訊應用研究計畫」。http://www.find.org.tw/find/home.aspx?page=many&id=218 (98/5/2)
楊錦潭、楊淑芳(2008）。中年上班族抗拒網路學習之探討。
http://teens.theweb.org.tw/iscenter/conference2002/thesis/files/20020515203509140.127.55.2.doc。2008/11/21搜尋。
溫明麗(2004)。詮釋典範與教育研究。載於潘慧玲（主編）教育研究方法論－觀點與方法，155-184。台北市：心理。
路蓮婷(2005)。我國地方政府公務人員使用e-learning情形調查之研究。研習論壇月刊，56，22-28。
蔡錫濤、葉俊偉(2001)。掌握數位化學習趨勢掌握未來。T&D飛訊，7，1-7。
劉君毅(2007)。數位學習的現況與發展。研習資訊，24（4），115-124。
質性研究資料分析(張芬芬譯)(2006)。台北市：雙葉書廊。(原著出版年：1994年)
潘慧玲(2004)。教育研究的取徑-概念與應用。台北市：高等。
蘇照雅、陳怡穎(2005)。數位學習導入企業組織之探討。生活科技教育月刊，38(7)， 26-36。
二、英文部分
Ajzen, I.(2002). Perceived behavioral control, self-efficacy, locus of control, and the theory of planned behavior. Journal of applied social psychology, 32(4), 665-683.
Artino, A.R.(2008). Motivational beliefs and perceptions of instructional quality: predicting satisfaction with online training*. Journal of Computer Assisted Learning, 24, 260-270.
Carswell, A. D.& Venkatesh, V.(2002). Learner outcomes in an asynchronous distance　education environment. Int. J. Human-Computer Studies, 56, 475–494.
Chang, S.E.(2005). Computer anxiety and perception of task complexity in learning programming-related skill. Computers in Human Behavior, 21, 713-728.
Chatzisarantis, N. L. D., Hagger, M. S., Smith, B., & Phoenix, C. (2004). The influences of continuation intentions on execution of social behaviour within the theory of planned behaviour. British Journal of Social Psychology, 43, 551-583.
Davis, F.D., Bagozzi, R.P., & Warshaw, P. R.(1989). User acceptance of computer technology: a comparison of two theoretical models. MANAGEMENT SCIENCE, Vol. 35, NO. 8, 982-1003.
Eccles, J.S. & Wigfield, A.(2002). Motivational Beliefs, Values, and Goals. Annu. Rev. Psychol. 53, 109-132.
Hackbarth, G.., Grover, V. & Yi, M. Y.(2003). Computer playfulness and anxiety: positive and negative mediators of the system experience effect on perceived ease of use. Information & Management, 40, 221-232.
Huang, H. M., & Liaw, S. S.(2005). Exploring users’attitudes and intentions toward the web as a survey tool. Computers in Human Behavior, 21, 729-843.
Johnson, R. & Hegarty, J. R.(2003). Websites as educational motivators for adults with learning disability. British journal of educational technology. 34(4), 479-486.
Kortesoja, S.(2006). Factors influencing nontraditional age student participation in postsecondary education: how do student motivations and characteristics relate to adult participation in credential programs? http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED493827&ERICExtSearch_SearchType_0=no&accno=ED493827 (2008/8/20)
Lee, M.K.O., Cheung, C.M.K., & Chen, Z.(2005). Acceptance of Internet-based learning medium: the role of extrinsic and intrinsic motivation. Information & Management, 42. 1095-1104.
Liao, C., Chen, J. L., & Yen, D. C. (2007). Theory of planning behavior (TPB) and customer satisfaction in the continued use of e-service: An integrated model. Computers in Human Behavior, 23, 2804-2822.
Liaw, S.-S., Chang, W.-C., Hung,W.-H., & Huang, H.-M.(2006). Attitudes toward search engines as a learning assisted tool: approach of Liaw and Huang’s research model. Computers in Human Behavior 22, 177-190.
Löfström, E. & Nevgi, A.(2007). From strategic planning to meaningful learning: diverse　perspectives on the development of web-based teaching and learning in higher education. British Journal of Educational Technology,38(2), 312–324.
McVeigh, H.(2008). Factors influencing the utilisation of e-learning in post-registration nursing students. Nurse Education Today, doi:10.1016/j.nedt.
Paulsson, K. & Sundin, L.(2000). Learning at work-a combination of experience-based learning and theoretical education. Behaviour & Information Technology, vol. 19(3), 181-188.
Picard, R. W. & Klein, J.(2002). Computers that recognize and respond to user emotion: theoretical and practical implication. Interacting with computers, 14, 141-169.
Pintrich, P. R. & Schunk, D. H., (2002). Motivation in Education-Theory, Research, and Applications. Merrill Prentice Hall, New Jersey.
Porter, C. E., & Donthu, N. (2006). Using the technology acceptance model to explain how attitudes determine Internet usage: The role of perceived access barriers and demographics. Journal of Business Research, 59, 999-1007.
Raaij, E. M. v., & Schepers, J. J. L. (2008). The acceptance and use of a virtual learning environment in china. Computers & Education 50, 838-852.
Rau, P.L., Gao, Q., & Wu, L.M.(2008). Using mobile communication technology in high school education: Motivation, pressure, and learning performance. Computer & Education, 50, 1-22.
Roca, J. C. & Gagne, M.(2008). Understanding e-learning continuance intention in the workplace: A self-determination theory perspective. Computers in Human Behavior, 24, 1585-1604.
Ryan, R. M. & Deci, E. L.(2000). Intrinsic and extrinsic motivations: classic definitions and New directions. Contemporary educational psychology, 25, 54-67.
Saade, R. G., He, X., Kira, D.(2007). Exploring dimensions to online learning. Computers in Human Behavior 23, 1721-1739.
Semmar, Y.(2006). Adult Learner and Academic Achievement: The Roles of Self-Efficacy, Self-Regulation, and Motivation. http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED491441&ERICExtSearch_SearchType_0=no&accno=ED491441 (2008/8/20)
Sungur, S.(2007). Modeling the Relationships among Students’ Motivational Beliefs, Metacognitive Strategy Use, and Effort Regulation. Scandinavian Journal of Educational Research , 51(3), 315–326.
Shih, H. P.(2008). Using a cognition-motivation-control view to assess the adoption intention for Web-based learning. Computers & Education, 50, 327-337.
Teo, T.S.H., Lim, V.K.G., & Lai, R.Y.C.(1999). Intrinsic and extrinsic motivation in Internet usage. Omega, Int. J. Mgmt. Sci. 27, 25-37.
Thomas, K. W.(2000). Intrinsic Motivation And How It Works. Training, 37(10), ABI/INFORM Global, 130-135.
To , P.-L., Liao, C., Chiang, J. C., Shih, M.-L., & Chang, C.-Y(2008). An empirical investigation of the factors affecting the adoption of Instant Messaging in organizations. Computer Standards & Interfaces 30, 148–156.
Wigfield, A. & Eccles, J.S.(2000). Expectancy–Value Theory of Achievement Motivation. Contemporary Educational Psychology 25, 68–81.