San JoséState University圖書資訊學線上碩士班科技創新之研究

Technological Innovation on Online Education of the San JoséState University’s Master Program of Library and Information Science

美國圖書資訊學校自1996年開始發展線上碩士班，提供圖書館在職人員利用線上教育取得碩士學位。本論文旨在探討圖書資訊學線上教育科技創新模式，檢索其特徵與成功因素，並瞭解圖書資訊學線上碩士班經營與教師線上教學經驗。本研究選取美國圖書資訊學線上教育規模最大學校，San Jose State University (SJSU)，以其圖書資訊學線上碩士班作為個案。本論文資料蒐集採用深度訪談與網站內容分析，訪談該學院行政主管與專任教師，探討下列議題：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。研究結果顯示SJSU圖書資訊學線上碩士班是科技創新，歸納圖書資訊學線上碩士班科技創新特徵，並獲得下列成功因素：教師參與線上教學有正向良好經驗並且感到滿意，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。本研究希望建構圖書資訊學線上教育科技創新模式，有助於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 a technological 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. "