線上學習及其在高等教育相關技術的運用，現今在全球已相當受歡迎並廣泛被討論。事實上，線上學習已成功為許多學習者提供高等教育學習的管道。此外，隨著線上學習日趨受到矚目，這種學習方法對學習者而言，也證明有其效果及價值。然而僅有少數研究，針對線上學習的社會臨場感及學習滿意度的建構進行調查。尤其是針對非傳統的學生這一部分更是付之闕如。因此，本綜合型研究旨在調查並詳述線上學習環境中的社會臨場感及滿意度的各項需求，並針對118位學生他們線上及同步與非同步學習課程進行線上訪查。受訪學生皆是來自人社院三個學系的大學生。同時對9 位學生進行半結構式訪談搜集他們對線上學習環境的看法及經驗。根據統計分析結果，研究發現線上學習環境中的社會臨場感對學習滿意度有顯著的正面效果。此外，針對社會臨場感及滿意度而言 在性別上並無統計上的顯著差異。但是，本研究發現學生的主修科系對線上學習的社會臨場感及滿意度並無顯著差異 同樣的，學生的年級差異也未產生影響。研究資料以主題式分析法進行分析與評估，分別用以下五種主題進行研究討論：線上學習互動、線上學習方法、線上學習優點、線上學習挑戰及提升線上學習社會臨場感。根據研究發現：雖然學習者在線上學習可以輕鬆自在的互動，但是顯然並沒有足夠的機會與同儕充分溝通交流。理論上而言，非同步學習模式可以相當彈性的方式滿足學習者的需求，因為他們只能在工作之餘選修課程。此外，非傳統型的學生也喜愛同步學習。本研究的發現也指出對這類型學生而言，線上學習非常有利於他們升學 ，而且是非常經濟省時的進修途徑。但與此同時，他們也必須面對諸如工作量繁重、沒有彈性時間及技術問題等問題與挑戰。此外，本研究也顯在線上學習環境中善用幽默，有利提升社會臨場感及滿意度，同時更能激發出積極互動及有意義的回應。

Nowadays, the application of online learning, along with its related technology in higher education has been more popular and even widely discussed across the world. In practice, online learning has successfully provided enormous learners with an access to higher education. Furthermore, with its booming popularity, this learning method has proven its effect and values on the learners as well. However, only a few studies have been conducted on investigating the construct of social presence and satisfaction in online learning, particularly for nontraditional students (NTS). Owing to this, this embedded mixed methods study aims to investigate and elaborate upon the demands for social presence and satisfaction in online learning environments. It has utilized an online survey on one hundred and eighteen students in online and blended courses (i.e. synchronous learning and asynchronous learning). In reality, they are undergraduates from three departments in social and humanities fields. Meanwhile, semi-structured interviews for nine students were used to obtain opinions and experiences in online learning environments. According to statistical result, the findings in this study showed that social presence has a significant and positive effect on satisfaction in online learning environments. In addition, there was a statistically significant difference between male and female on social presence and satisfaction. However, this study has also found that there were no significant differences in students’ social presence and student satisfaction in whichever major they are. Likewise, there were also no statistically significant difference on social presence and satisfaction among the years of learning in online learning environment. The data in this study were analyzed and evaluated with a thematic analysis, where five themes were emerged and revealed respectively: i.e. interaction in online learning, methods in online learning, advantages of online learning, challenges of online learning, and enhancing social presence in online learning. According to the findings, it is convenient for the learners to interact in online learning; however, they obviously do not have sufficient opportunities to communicate with their peers to the fullest. Theoretically, asynchronous learning mode caters to their expectations in a more elastic way, due to the fact that they have no choice but to take courses only when they have free time after work. Nevertheless, these NTS prefer the synchronous learning, instead. The findings in this study also indicate that NTS benefited enormously from online learning which is seen as an economical and time-saving path. However, they had to confront challenges such as overwhelming workload, timing inflexibility, and technological malfunctions. In addition, this study has shown that making use of humor tends to enhance social presence and satisfaction in online learning environments, and then gives rise to active, interactive, and meaningful responses accordingly.

CHAPTER 1. INTRODUCTION 1
Background of the Study 1
Social Presence in Online Learning Environments 5
Satisfaction in Online Learning Environments 6
The Statement of Problem and Research Questions 6
The Purpose of the Study 9
The Significance of the Study 9
Scope and Limitation 11
Definition of Key Terms 12
Online Learning 12
Social Presence 12
Satisfaction 14
Nontraditional Students (NTS) 16
Organization of the Study 17
CHAPTER 2. LITERATURE REVIEW 19
An Overview of Distance Learning and Online Learning 19
Synchronous and Asynchronous Online Learning 21
Synchronous Online Learning 21
Asynchronous Online Learning 23
Factors in online Social Presence 25
Research on Social Presence in Online Learning Environments (OLEs) 29
Factors of Satisfaction in Online Learning Environments (OLEs) 32
Critics toward Online Learning 45
Theoretical and Conceptual Framework 47
Theoretical Framework 47
Social Presence 47
Satisfaction 51
Conceptual Framework 54
CHAPTER 3. METHODOLOGY 57
The Role of the Researcher 57
Indonesia Open University in Taiwan 58
Indonesia Open University’s Online Learning System in Taiwan 60
The Instructors and Staff of Indonesia Open University in Taiwan 62
Research Structure of Mixed Method 63
Target Population and Sample 67
Research Permission and Ethical Consideration 68
Phase I Quantitative 69
Data Collection 69
Instrument 70
Data Analyses 73
Phase II Qualitative 74
Data Collection 74
Data Analyses 82
Validation and Reliability in Qualitative Study 86
CHAPTER 4. QUANTITATIVE RESULTS 89
Pilot Study 89
Exploratory Factor Analysis (EFA) 89
Formal Survey 96
Confirmatory Factor Analysis (CFA) 105
Structural Equation Modelling 113
Descriptive Statistics 116
Social presence and student satisfaction among different majors in online learning 121
Social presence and student satisfaction among year of study in online learning 122
Social presence and student satisfaction among genders in online learning 125
CHAPTER 5 QUALITATIVE FINDINGS 127
Interaction in Online Learning 127
Interaction with Instructors 127
Interaction with Peers 130
Content Interaction 132
Interface Interaction 133
Method in Online Learning 134
Synchronous Learning Experience 134
Asynchronous Learning Experience 136
The Advantages of Online Learning 138
Economical and Time-Saving 139
Self-Paced 140
Updated Content and Accessible Materials 141
Supportive Learning Community 141
Real World Skills 143
Summary 144
Challenges of Online Learning 145
Timing Inflexibility 145
Tools and Technological Barriers 147
Diverse Learning Modes 148
Enhancing Social Presence in Online Learning 150
CHAPTER 6. DISCUSSION AND CONCLUSION 159
Research Discussion and Conclusion 159
Research Discussion 159
Conclusion 168
Research Implications 173
Theoretical Implications 173
Methodology Implications 173
Practical Implications 174
Research Limitations and Future Research Suggestions 177
REFERENCES 179

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