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The purpose of this study is to investigate the effects of learners` self-motivational attitudes, use of instructional function, and understanding of successful learning on achievement in college e-learning classes. The study analyzed 297 college students` questionnaire about their internet learning attitudes based on how they understand e-learning and use various internet functions for their learning achievement. After factor analyses, the results found that there were three major factors such as self-motivational attitude, use of instructional function, and understanding of successful learning out of 15 survey items. Multiple regression showed that the self-motivational factor affects the learning achievement with overall three factors analyses. This result indicates that college e-learning classes should focus on the analysis of learners` self-motivational issues in college e-learning classes. This study suggest that the relationship between learners` e-learning experience and learning achievement should be examined in the near future to show how it affects on learners e-learning class management and their achievement.

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Influence of College Students' Self-motivational Attitudes, Use of Instructional Function, and Understanding of Successful Learning on Achievement in e-Learning Class