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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。

Since 2008, the Ministry of Education has promoted a number of in‐service elearning master'sprograms for working persons. Learners feel that e‐learning is convenient and flexible, but theirlearning effectiveness is often questioned. The purpose of this study is to explore the online learning,library use and learning effectiveness of in‐service elearning master progrm students and influencingfactors of learning effectiveness. In this study, a survey was conducted to investigate in‐serviceelearning master progrms. The questionnaires were collected for nine master's progams in six schoolsin Taiwan, and 196 responses were collected. The results show that there are more female studentsthan males in the elearning master programs, and the average age is between 31 and 40 years old. Themain motivation for learners to study the master's programs are self‐pursuit, job needs, andpromotion. The choice of elearning mainly considers family, work and commuting time. Elearningmaster students more use library electronic resources and have high satisfaction with the library(average 4.07), affirmation of the teaching effectiveness of elearning (average 4.57), good evaluationof the course platform (average 4.44), and self‐evaluation learning is effective (average 4.42). Theteaching effectiveness of the elearning of students, the curriculum platform and teaching materials,and the satisfaction of the library are related to the self‐evaluation learning effectiveness of the students. It shows that when in‐service elearning master students are interested in the teachingeffectiveness, course platform and teaching materials, and library satisfaction, the effectiveness ofself‐assessment learning will also increase. In addition, different grades and use fequency of electronicresources in libraries has different effects on student learning effectivenesss.

Integrated library systems (ILS) supporting librarian’s work and providing user’s information retrievalefficiently are important. Especially, in the digital age, libraries face many changes, integrated librarysystems evaluation will help to improve efficiency in the development of automation systems. Theservice quality evaluation can reveal expectations, satisfaction, and perceived service quality onintegrated library systems from the perspective of the librarians. This article aims to investigate servicequality evaluation of integrated library systems at universities libraries, to explore ILS service qualitymodel, to survey librarians’ expectations, satisfaction, and perceived service quality. Research methodsused include literature review, service quality evaluation, and questionnaire survey. The ILS servicequality model is constructed using the literature review and experts interviewing, which consists offour dimensions and 34 indicators: function and modules, access and interface, service support, andsystem quality. Based on the model, questionnaires designed are sent to the librarians at the NationalChengchi University Library in 2015. This study shows that the librarians regard ILS as an importantsystem, with the overall average being 4.22 in the Likert scale, overall satisfaction average being 3.21,and perceived service quality ‐1.01. This implies that the librarians agree that the ILS is very important,but they are dissatisfied with the current ILS and its poor service quality. The system function andmodules dimension is the most important from the survey, followed by access and interface dimension.The function and modules dimension is most satisfactory, but service support dimension is the mostunsatisfactory. As a result, the study shows that the proposed service quality model of integratedlibrary systems is feasible; besides, the researchers point out ten most desirable ILS services and tenpoorest service quality of ILS services, which are valuable information for future library automation.

As university libraries provides a lot of electronic resources collections and services,faculty members and graduate students regard them important and highly useful. Electronicresources bring a lot of complex problems, therefore, it is necessary to from views of usersto conduct service quality measurement for electronic resource services for universitylibraries. It can help library managers to provide electronic resources services in line withuser expectations in the future. The main aims of the study are to construct indicators ofelectronic resources service quality; to explore implications and availability of electronicresources service quality measurement; and to implement electronic resources servicequality measurement to improve service quality, then providing the better electronicresources services. This article used focus groups to develop the service quality model ofelectronic resources service composed of three dimensions and 28 indicators. Focus groupinterviews results were used as a basis for the development of questionnaires. In order toensure the feasibility of service quality model, questionnaires have been collected fromfaculty members and graduate students of the C University. The study shown that theservice quality model of electronic resources service was feasible. The overall average expectation score of electronic resources services was 4.07, an average perceived servicescore was 3.61, and there are a gap between the expectation and perceived service fromrespondents which meant the service quality of electronic resources were not excellent.The study proposed ten most expected of electronic resources services from facultymembers and graduate students and eight dissatisfactory electronic resources service andsome recommendations were made for improvement.

臺灣的圖書館學碩士教育始於民國69年臺灣大學圖書館學研究所的成立，民國81年各圖書館學校改名為圖書資訊學系所，如今發展成7所碩士班規模。臺灣圖書資訊學碩士教育發展大致分為三階段：成長時期（民國69年－80年）；發展時期（民國81年－90年）；轉型時期（民國91年－迄今）。本研究旨在探討臺灣圖書資訊學碩士教育歷史發展，蒐集7所碩士班，以及停辦的交通大學數位圖書資訊碩士在職專班，從民國69年迄今陳述碩士教育現況、發展歷史、課程發展與碩士論文研究發展，最後探討問題與展望。本文從社會、科技、經濟、政治、教育層面綜合分析，最後歸納出影響發展的因素，以解釋臺灣圖書資訊學碩士教育的本質與特色。希望重建過去，並作為未來發展的指引與借鑑。 Master’s education in library science began in Taiwan in 1980 with the establishment of the Graduate Institute of Library Science at National Taiwan University. In 1992, the school changed its name to the Department of Library and Information Science. At present, the library and information science master’s educational system in Taiwan is composed of seven master’s programs. The development of Taiwan’s library and information science (LIS) master’s education occurred in three stages: the early stage from 1980-1991, the developmental stage from 1992-2001, and the transformational stage beginning in 2002 and continuing through the present. This study investigates the historical development of LIS master’s programs in Taiwan, aggregates information on the development of the seven master’s programs, and describes the state and development of LIS master’s education from 1980 until now, finally discussing current issues facing LIS master’s education and its future outlook. 頁次：20-40

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頁次：38-57本論文旨在研究美國圖書資訊學校網路教學，探討其意涵、原理、實施現況，以及在正規教育與繼續教育的應用，以供我國未來發展借鑑。研究方法採網站調查法，以美國圖書館學會認可的提供遠距教育的圖書資訊學校為對象，針對其遠距教育網站進行資料蒐集與內容分析：38校有26校提供網路教學，並有7校以網路教學授與碩士學位本論文首先概介38個圖書責訊學研究所基本資料、遠距教育形式、以及網站內容與結構。其次，析述網路教學概況、簡史、提供學程／課程種類、網路教學方式、課程設計與主題、網路教學系統、教師、學生、行政與管理、與繼續教育的應用等。The use of distance education to reach distant student in Library education in the United States began in 1888. After one hundred years developed, web-based distance education is popular among library and information science schools. This study mainly discusses web-based instruction in library and information science in the United States. At first, it explores the definitions, theories, values, instruction methods, and system components of web-based distance education. Findings are reported from a web survey of 38 library and information science schools in the U.S., regarding web-based instruction at their institutions. Results of the study show that 26 schools provide web-based instruction. Finally, the study presents an exploratory descriptive analysis of general information, history, program levels, teaching methods, courses design, instruction systems, teacher, students, administration, management, and continuing education implementation of web-based instruction in those schools.