本研究旨在探討教學產出策略對在職教師數位教材製作成效的影響。研究樣本為55位在職教師，以研習班別為單位分派為「形成性產出組」及「總結性產出組」；而教師所具備之電腦先備知識則分為高先備知識組與低先備知識組。
研究結果發現：(1)在提問表現方面，教學產出策略對學習者的提問數量有顯著的關係，形成性產出組的問題數較總結性產出組少；電腦先備知識對學習者的提問數量亦有顯著的關係，高先備知識組的問題數較低先備知識組少。(2)在教學設計學習成效上，教學產出策略╳電腦先備知識交互作用未達顯著，形成性產出組顯著優於總結性產出組；高先備知識組顯著優於低先備知識組。(3)在工具使用學習成效上，教學產出策略╳電腦先備知識交互作用未達顯著，形成性產出組與總結性產出組無顯著差異；而高先備知識組顯著優於低先備知識組。(4)在學習態度方面，學習者對教學活動的接受度、滿意度、幫助度及產出要求均持正面的看法。

The purpose of this study was to investigate the effects of productive instructional strategy on in-service teachers’ e-learning courseware production performance and attitudes. Participants were assigned into two experiment groups: the formative production group and the summative production group, and learners were identified as high prior knowledge or low prior knowledge.
The results showed that, on the performance of asking questions, productive instructional strategy had a significant relationship with the number of questions, that formative production group asked little questions than summative production group; prior knowledge of computer had a significant relationship with the number of questions, that high prior knowledge group asked little questions than low prior knowledge group. On the performance of instructional design, interaction of productive instructional strategy and prior knowledge of computer wasn’t significant. In terms of productive instructional strategy, the formative production group outperformed the summative production group. In terms of prior knowledge of computer, the high prior knowledge outperformed the low prior knowledge. On the performance of tool use, the interaction of productive instructional strategy and prior knowledge of computer wasn’t significant. In terms of productive instructional strategy, there had no significant difference between two groups. In terms of prior knowledge of computer, the high prior knowledge outperformed the low prior knowledge. Finally, in terms of the learning attitude, most of the learners held a neutral and positive attitude toward the learning activities.

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