圖書資訊學線上教育科技創新San Jose State University個案研究

Abstract

美國圖書資訊學線上碩士班提供圖書館在職人員利用線上學習取得碩士學位已發展多年，但科技融入圖書資訊學教育常有爭議。本論文探討圖書資訊學線上教育科技創新的特徵與影響因素，選擇獲得Online Learning Consortium 奬項的美國San José State University（SJSU）圖書資訊學線上碩士班作為個案，探討其科技創新是否成功，描繪線上教育科技創新特徵，以及從線上碩士班經營，教師線上教學策略與經驗，對圖書館與教育價值，與資訊科技對線上教育的支持或阻礙四項研究議題，探討線上碩士班科技創新的影響因素。本論文採用深度訪談輔以網站內容分析，訪談該學院行政主管與專任教師，研究結果顯示SJSU 圖書資訊學線上碩士班是科技創新，歸納線上碩士班科技創新特徵，並獲得下列影響因素：教師參與線上教學有正向良好經驗並感到滿意，碩士班行政團隊的成功經營，教師持續專業發展機制推動，科技小組及時支援教師線上教學，以及實施能力導向線上教學與評鑑。本研究歸納圖書資訊學線上教育科技創新成功因素，期望提供我國發展借鑑並提升圖書資訊學教學成效。

The library and information science (LIS) in the United States online master programs provides library employees through online learning to obtain a master's degree. It has been developed for many years, but the integration of technology into LIS education is often controversial. This article explores the characteristics and influencing factors of technological innovation of online education in library and information science, and chooses the online LIS master program at San José State University (SJSU), which has won the Online Learning Consortium awards, as a case study, discusses whether its technological innovation is successful, and describes online education. The characteristics of technological innovation, as well as the management of online master's program, faculty's online teaching strategies and experience, the value of libraries and education, and the support or hindrance of information technology to online education, are four research topics to discuss the influencing factors of technological innovation in online master's program. The article uses in-depth interviews supplemented by website content analysis to interview the college's administrative directors and full-time faculty members. The research results show that the SJSU online LIS master program is atechnological innovation. The characteristics of the online master program's technological innovation are summarized into following influencing factors : faculty participation online teaching has positive and good experience and is satisfied, the successful management of the master's program administrative team, the promotion of continuous professional development mechanism for faculty members, the timely support of faculty's online teaching by the technology team, and the competence based online teaching and evaluation. The successful factors for the technological innovation of online LIS education summarized in this research are expected to provide reference for our country and improve the effectiveness of LIS instruction.