數位學習補教產業在基北區公立高中生的競爭策略研究 – 以H公司為例

Abstract

摘 要

身處資訊科技快速成長的二十一世紀，很多行為都已和資訊無法脫鉤，學校教育也是一樣，以往傳統的教室內授課已經不是唯一選項，可以利用資訊科技及硬體的輔助，在不受時間與空間的限制下進行學習，學習者並可獲得專屬個人的學習數據，而學校教育外的學科補習亦是如此。 全世界數位學習市場規模在2015年為477億美元，台灣的數位學習產業2015年產值也已達到30億美元，台灣數位學習市場以個人部分所占為最高，其中又以學生族群以近8成左右的占比最高；第二大客戶為培訓或補習班業者，客戶區隔中又以升學補習班的比例近7成為最多，這兩個對象就佔全體的43%。而在台灣每3位高中生就有1人有參加校外學習，其中84%都是學科學習。 本論文主要在找出影響學生採用數位學習進行補習的因素。問卷調查對象是基北區普通公立高中二年級學生，從問卷結果得知，受訪者有在外補習及補習意願的比例達到6成5；但選擇以數位方式進行補習不到2成；聽過數位學習的受訪者超過7成，但不清楚數位補習廠商在做什麼的受訪者也超過4成；居住在大台北地區的受訪者有近7成會選擇補習，約4成可以接受爸媽決定補習；家庭每月收入60000元以上的受訪者有超過7成會有在外補習及補習意願；選擇補習時間最多為上課日晚上，接近8成；使用手機或其他行動載具時間，使用2-3小時及1-2小時者都超過3成；不同意讓父母監督的受訪者接近4成。此外，本研究也發現，學長姐或同學推薦和家庭收入是決定學生是否採用數位學習進行補習的重要考量因素。 最後，本研究針對問卷結果，希望針對數位學習產業現況以及經營策略面提出一些建議，並提供相關數位補教業者和後續研究者作為參考。

關鍵詞：數位學習、消費者行為模式、商業模式Abstract

Living in the 21st century of which information technology is growing rapidly, many of the behaviors are not able to be decoupled with information. Same as school education, traditional classroom curriculum in the past is no longer the only option. It can be assisted by the use of IT and hardware to learn without constrains of time and space. Learns can obtain exclusive individual learning data while after-school tutoring outside of school education can do the same. The market size of global digital learning in 2015 was US$47.7 billion, while digital learning industry in Taiwan hit US$3 billion of output value in 2015. Individual tutoring took the highest portion of digital learning market in Taiwan, and school students took the highest portion with almost 80% out of it. The 2nd biggest customer is training or tutoring practitioner. After-school tutoring for entrance examination took nearly 70% in customer segment. Those two objects took 43% of all. And one out of every three high school students went to outside school learning and 84% out of it was subjects learning. This paper mainly serves to find out the factors of influencing students on taking digital learning for after-school tutoring. The objects of questionnaire survey were 11th grade students of general public high school in Keelung-Taipei area. Knowing from the result of questionnaire, 65 % of the respondents ever took or were willing to take after-school tutoring, but less than 20% of them chose digital way for tutoring. Over 70% of the respondents ever heard of digital learning yet over 40% of them had no idea what digital tutoring was doing. Nearly 70% of the respondents who lived in Greater Taipei area would choose tutoring and about 40% of them would accept tutoring by the decision of parents. Over 70% of the respondents whose month family income exceeded $60,000 would choose or were willing to take tutoring. The most preferred time of tutoring is night time during school days, nearly 80%. Over 30% of them used mobile phones or other mobile devices for 2-3 hrs and 1-2 hrs. About 40% of them did not agree to be supervised by parents. Nevertheless, it was also found from this research that recommendation from upperclassmen or classmates and family income were important factors of deciding whether students took digital learning as after-school tutoring Finally, aiming on the result of questionnaire, this research is expected to offer some suggestions on current condition and running strategy of digital learning industry, also been provided as reference for digital related practitioners and future researchers.

Key words : digital learning, consumer behavior model, business model