在競爭激烈的線上課程平台市場裡，許多平台業者利用各種方式吸引更多新學員註冊使用「非同步線上付費課程平台」，並增加用者線上學習對平台的忠誠度和黏著度。然而學習者也常因學習效果不如預期，造成多數的線上課程完成度偏低，減少持續使用平台的意願。此結果長期將不利於平台業者能保有持續獲利的一方。

根據先前研究指出，影響持續使用線上課程平台的意願，是取決於學習者對線上課程平台的科技接受度。此外，基於擬社會互動的理論上，在非同步線上課程裡，本研究認為講師與學員之間的「擬社會互動」將會提升學習者的學習效果，也會影響學員者在平台上的購買意願。因此本研究將利用「整合科技接受模型」融合「擬社會互動」來探討對非同步線上付費課程平台之「持續使用意願」的影響。

本研究經由線上問卷收集到443名有使用過非同步線上付費課程平台的台灣民眾。經實證結果顯示：(1)「績效期望」、「努力期望」、「社會影響」和「促進條件」皆對「持續使用意願」有正向影響 (2) 「擬社會互動」對於「績效期望」與「持續使用意願」之間的關係，則具有負向顯著效果。

In the highly competitive online course platform market, many online course platform operators have used various approaches to attract more new users to sign up for purchasing asynchronous online paid courses and to increase users’ long-term loyalty and stickiness of the platform. However, online learners often cannot complete most of their online courses because of poor learning outcome, which may lead to be less intention to continuously use the same online paid course platform. This would result in the platform operators not being able to retain a long-term profitability.
According to previous research, the continuance intention of using an asynchronous online course platform depended on learners' technological acceptance of the online course platform. In addition, based on parasocial interactions (PSI) theory, this study argues that the PSI occurring between the online lecturer and learner would enhance learners' learning outcomes and influence learners' purchase intention on the online platforms. Thus, this study will apply the “unified theory of acceptance and use of technology” (UTAUT) model integrating parasocial interaction to investigate the impact of continuous intention of using asynchronous online paid course platforms.
Online data were collected from 443 Taiwanese participants who have experience in using asynchronous online paid course platforms. The empirical results showed that: (1) performance expectancy, effort expectancy, social influence, and facilitating conditions significantly influence continuance intention with regard to using asynchronous paid online course platforms; and (2) parasocial interaction has a negative moderating effect on the relationship between performance expectancy and continuance intention.

Table of Content
Thesis Validation Letter i
中文摘要 ii
Abstract iii
Table of Content iv
Figure and Table Listings vi
Chapter1: Introduction 1
1.1 Research Background 1
1.2 Research motivation 2
1.3 Research Gap & Research Question 4
1.4 Research Purpose 4
1.5 Research Structure 5
Chapter2: Literature Review & Hypotheses Development 6
2.1 Online course 6
2.2 Asynchronous online paid course platform 7
2.3 The Unified Theory of Acceptance and Use of Technology (UTAUT) 9
2.4 Parasocial Interaction 11
2.5 The UTAUT model and Continuance intention 14
2.6 Parasocial Interaction and UTAUT 16
Chapter3: Research Methodology 21
3.1 Participants and Procedure 21
3.2 Measure 21
3.3 Analysis 23
Chapter4: Results 27
4.1 Sample Descriptive 27
4.2 Correlation 29
4.3 Multiple Regression 31
Chapter5: Discussion and Conclusion 36
5.1 Research Implications 37
5.2 Limitations and suggestion for future research 39
References 42
Appendix1: Questionnaire 62

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