網際網路的出現對我們的生活造成了重大的改變，我們面臨的是一個全新的世界。不論是工作模式、娛樂型態皆產生極大的變化，那網際網路下一步是什麼？思科系統執行長 錢伯斯（John Chambers）告訴了我們一個答案：「網際網路中成長最巨，而日後也會證實是促進變革的最大動力，就是e-learning。」數位科技使得內容變成了「數位內容」，帶來了相當多的便利，但同時也帶來了許多的改變，不論是產業面、科技面、法律面或是管理面，皆須面臨新的挑戰與新的議題。 本研究除了二手資料的收集外，並針對e-learning個案公司做深入的訪談，從資源、著作權、數位課程開發流程等構面進行探討研究，分析歸納出e-learning業者如何進行數位課程的管理，以及既有資源是否影響其數位課程管理策略，並且對於e-learning公司在經營數位課程所會遭遇到的著作權議題進行初步的研究與探索。本研究的研究目的如下： 一、探討e-learning業者數位課程管理模式。 二、探討e-learning業者既有資源與數位課程管理間的關係。 三、探討數位課程的開發流程與著作權相關之議題。 四、探討數位課程著作權管理模式。 本研究架構乃先由個案訪談的結果收集個案公司所擁有的既有資源、數位課程開發流程以及數位課程管理方式，且藉由資源基礎論中對於資源的運用方式，分析解構個案公司其數位課程管理策略。而後以既有資源研究其對數位課程管理策略之影響，與以著作權的觀點探討數位課程開發流程中，所產生的著作權議題，並將兩者所得之結論，加以整合描繪出數位課程著作權管理模式。本研究引用經營策略與資源基礎論等相關文獻，來探討e-learning業者如何進行管理數位課程。本研究主要在說明所觀察現象的具體意義，而非嚴謹的在驗證變數間的因果關係，屬於探索性研究，故採定性研究之「個案研究」法，以個案訪談和次級資料蒐集的方式來瞭解企業實際運作情形。 本研究所得之結論如下： 在課程素材取得階段，課程素材取得策略有內尋策略、外尋策略。著作權議題則為與課程素材提中者簽訂課程素材授權（讓與）契約、課程素材著作權的保證。 在數位課程取得階段，數位課程取得策略有自製策略、委製策略、取得授權策略、買斷策略。著作權議題則為與數位課程開發人員進行數位課程著作權歸屬契約的簽訂、對數位課程開發人員進行著作權的教育。 在數位課程運用階段，數位課程運用策略有內訓策略、教學策略、委用策略、 賣斷策略。著作權管理議題則有與數位課程使用者進行契約的簽訂、數位課程其著作類型是多媒體著作、數位課程著作權保護方式的進行。 而個案公司在面臨數位課程時所採行的事業策略則有核心策略、合作策略、專業代製策略、通路策略。 此外，根據研究發現得知，個案公司在進行e-learning之前所擁有的既有資源，會影響個案公司各階段所採行的數位課程管理策略。 而在其他發現，在外部經營問題主要為市場需求不足，而內部經營問題則為教師合作意願不高、缺乏跨領域專業課程企畫人才、缺乏整合性業務人員。 / The rise of internet has changed people’s life style dramatically. Nowadays, we are facing a whole new world. E-learning is considered as the star of the next century. Even John Chambers once mentioned that “the next big killer application for the Internet is going to be education.” Digital technique has digitalized the existing contents. Internet does not only deliver much convenience, however, internet related topics are also conducted and challenged from the perspectives of industry, law, and management. The objective of this thesis is to examine 1) The general framework for e-learning management model, 2) The relationship between the primarily resources and the management on e-learning, 3) The instructional development process for e-learning and its related copyright issues, and 4) Management model for copyrights on digital contents. The method of this research is primarily based on case study, six e-learning related companies. The interviews with the e-learning companies have contributed the great insights about the information of company resources, development process of digital content, and the modes of content management. Furthermore, collected information from the interviews has been analyzed about how original resources affect the digital content management strategy and the copyright issues in the development process of digital content. This study has found that there are four stages: Instructional material acquisition, digitalized course acquisition, digital course application stage, and business Strategy. In the Instructional material acquisition stage, the strategies of acquiring the instructional materials for e-learning is in-house finding, outsourcing or both. Licensing contracts and guarantees on course materials become an important issue when dealing with the material providers. In the digitalized course acquisition step, the strategies are self-manufacture, out-source manufacture, copyright acquisition, and buying copyright. The copyright issues are discussed and contracted between company and digital engineers, and in general, the company is responsible for the digital engineers. In the digital course application stage, the strategies are training, teaching, licensing, and selling. The copyright issues are discussed and contracted between company and digital content users. One should notice that the digital contents belong to multi-media. Moreover, in the final stage, core business, collaboration, ODM, channeling are the business strategies that the companies use for e-learning applications. In additional findings, this study found that market demand is the primary problem of e-learning environment, and there are three major problems within the e-learning companies: the motivations of the teachers, the lack of cross boundary-expertise and integrated business manager.

隨著資訊科技的快速演進，圖書館員勢必應持續接受專業繼續教育學習新知識與新技能，提升館員本身的資訊素養，與時並進，方能提供讀者更高品質的資訊服務。本研究之目的在於瞭解圖書館員網路繼續教育課程發展的概況，並針對我國圖書館員進行「圖書資訊選擇與採訪概論」網路繼續教育課程的設計與評鑑，藉此瞭解利用網路教學方式進行圖書館員繼續教育的成效。 本研究首先針對相關文獻進行探討，其次採用問卷調查法、準實驗法、訪談法等三種研究方法進行進研究，獲得能力本位教育課程設計與評鑑的原理，以擬訂的圖書資訊選擇與採訪能力清單作為發展教學目標，設計與發展「圖書資訊選擇與採訪概論」能力本位圖書館員網路繼續教育課程。本研究進行之評鑑包含學習者能力評鑑以及課程評鑑兩部分，採用觀察法、深度訪談法、以及問卷調查法。 本研究於民國94年1月13日至94年3月8日，以能力本位教育原則發展「圖書資訊選擇與採訪概論」網路繼續教育課程共5個單元。本研究進行之評鑑分為學習者的學習評量與課程的評鑑兩部分。學習者學習評量的進行包括各單元學習評量、課程討論之參與以及學習記錄表分析等方法。學習評量分析的結果發現，未達標準者有2位，其主要影響原因為作業缺繳所導致。 本研究利用編製的「圖書資訊選擇與採訪課程意見調查表」獲得學員對本課程能力的看法以及學習者自評的學習成效。本研究之調查實施時間為民國94年3月15日發送問卷，民國94年3月28日截止回收，發出問卷8份，收回問卷8份，有效問卷為8份。 問卷結果分析顯示：(1)學習者對能力的看法多表同意；(2)學習者對於課程整體設計以及各單元內容設計多表同意；(3)比較上課前後問卷調查之結果得知學員對於能力的增進皆表示同意；(4)針對上過課程後是否有助於學習者具備設定之能力也多表同意。 本研究於實驗課程結束後，利用編製的「圖書資訊選擇與採訪概論課程意見訪談單」與兩位參與課程的學員進行課程評鑑。訪談內容包括：能力本位教育、課程及教材、以及網路教學三部分。 訪談結果分析顯示：(1)課程設計能否與工作環境、工作經驗、以及專業能力需求結合，會直接影響學習者的學習成效；(2)課程教材真實情境的畫面、圖片或影片結合，將更有助於學習內容的吸收和理解；(3)網路繼續教育課程參與與否要視課程主題內容是否與其工作業務相關，以及是否屬於實務性的主題內容而論；(4)受訪者表示相較於同步網路教學，即時語音通訊可以表達訊息中所摻雜的情感；(5)相較於傳統教室教學模式，傳統課堂上課仍具有其優勢之處，包括專心程度、熟悉程度以及即時互動性；(6)成績或是學習認證的壓力，會促進學習者想辦法與其他學習者互動熟悉彼此，以便進行合作學習。但要在短時間內培養學員彼此默契是有困難的。 本論文總結提出之結論包括：(1)能力本位教育的理論與應用；(2)網路教學的特質與理論；(3)能力本位圖書館員的網路繼續教育課程設計；以及(4)圖書館員網路繼續教育課程的評鑑。 / This study mainly discusses developing and evaluating a web-based continuing education course for librarians with competency–based education approach. It covers four main goals as follows, firstly, to investigate the characteristics and theories of web-based instruction; secondly, to explore the theories and applications of the competency-based education; thirdly, to design a web-based continuing education course for librarians with competency–based education approach; finally to develop a continuing education competency assessment model which is integrated into above web-based continuing education course. This study was conducted by literature review, quasi-experimental method, questionnaire survey, to obtain the theorem of designing a web-based continuing education course for librarians with competency–based education approach. In order to evaluate the web course and the students’ competency, this study uses the summative evaluation and student’s learning outcomes assessment with fix methods of questionnaire survey and in-depth interviews. After the web-based continuing education course was finished, the questionnaires were distributed to students after they took the web-based course. At of the 8 surveyed questionnaires of 8 students in the web course, 8 responded and 8 validated. The overall findings were highly consistent with the students’ viewpoints to the web-based continuing education course. Besides, most of them agreed this web-based was useful and valuable for their working. More discussion and suggestions were made in the in-depth interviews. Hopefully, the study findings are expected to drive the competency-based education approach in designing and development a formal web-based continuing education course for librarians in Taiwan in the future.