遠距教學的目的是希望學習者能突破傳統的教育、學習、與互動方式的限制，以提供更彈性的學習，而資訊料科技則是提供遠距學習的傳播媒介。Moore, et al(1996)在他的遠距教學系統觀中指出要辦好遠距教學必須要重視遠距教學的所有環節，許多機構辦理遠距教學只重視科技媒體部份，認為只要將科技系統建置完成就可以進行遠距教學，而其他如教材選用、教學方式等仍然依傳統面對面觀念來上課，這是無法發揮遠距教學的功效。本研究採用分析層級程序法(analysis hierarchy process, AHP)來檢視使用者對遠距教學系統之評估率則，資料為政大參與遠距教學課程的學生共回收了有效問卷62份，其結果在教育層面中所佔比重最重，其中教材適切性為學生最重視；社會層面關於學生與師生互動上為次重要；比重最低為技術層面。從中可知遠距教學系統在學習者中依然是以學習為主，而系統呈現教材內容、課程的連結性為學生主要考量；學生對於技術層面中的系統穩定性權重較高，顯示學習者想要的一個隨時隨地可上網學習系統；互動層面研究顯示男生比女生更為重視在於觀念溝通、與問題回覆。 The purpose of distance education is to break the limitations of traditional classroom in time, space and interaction. Information technology is the means of connecting learners and tutors. Michael G Moore (1996) proposed a systems view in distance education. In his perceptions, the whole elements in distant learning should be considered. Some institutes focus only on information technology and thought with information technology they can deliver good education. Without being carefully selected the courses design, the media design, teaching skills and et al., the objectives of distance education cannot be achieved. In our research, we make an assessment of distant learning systems by using AHP(analysis hierarchy process) method. Survey data were gathered from Chengchi University, there were 62 questionnaires collected. The results shows educational level was more important than social level and technical level. Students cared most on teaching material and teaching skills. In social level, leaner-teacher's interaction was important than learner-learner's interaction. Students needed an environment that they can easily hook on the systems to learn, to communicate and to ask/reply questions.