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A Study on Application of Web-based Learning in the University Library— with I-Ching’s Knowledge Value Chain (KVC) as an example
Web-based Learning;Web-based Public Access Catalog (WebPAC);Machine Readable Cataloging Format (MARC);Knowledge Management;Knowledge Value Chain(KVC)
|Issue Date: ||2011-05-26 11:09:30 (UTC+8)|
本研究結論：歸納國內外相關文獻，結果找出發展遠距學習服務之參考架構共有五種：A. 圖書館支援數位學習課程。B. 圖書資訊學網路教學。C. 圖書館利用指導。D. 圖書館服務。E. 整合數位學習課程於圖書館入口網站。調查國內外大學圖書館網站得知：「圖書館支援數位學習課程」及「整合數位學習課程於入口網站」為現況較弱部份，後者在國內大學無圖書館有相關整合實例。利用MARC具多種檢索點及完整書目敘述特點，整合各種資源，參考國外整合模式及架構，以現有之圖書館自動化系統平台，將數位學習課程加以MARC編目，架構出數位學習課程的檢索模式，依此模式提供更多服務加值。以實際「易經KVC」之數位學習平台內容為研究案例，放入圖書館查詢系統中，成功驗證本研究探討內容之可行，達成實際之應用功能。結合現有圖書館自動化系統之跨系統整合查詢能力，能同時查詢跨校際之數位課程及內容。以易經知識價值連(KVC)概念，提供圖書館數位化典藏之整合利用參考，使圖書館的數位化不只是著重典藏保存，進而達到整合、利用及服務之加值目標。
As academic institutions extend their educational offerings beyond the campus, to rural, suburban, and urban locations, they need to consider the role that the library plays in the educational process. A library should not only support the same services for distance learners as on-campus students, but also use web-based learning to offer library instruction. This study uses the ways of browsing libraries’ web-sites and literature reviews to offer the ideal construction of web-based learning applications in library systems as a suggested method of developing library services for web-based learning. Moreover, the study offers ways to integrate I-Ching’s Knowledge Value Chain (KVC) into the library Web-based Public Access Catalog (WebPAC) as an example of providing another reference.
This research generalizes relevant literature and from there making five concrete recommendations. These suggestions should be used as a reference structure for developing library distance service in the universities of our country. One of the recommendations is the “Integration of web-based learning in the Web-based Public Access Catalog”. This is currently the weakest part of our libraries. This report will first begin by using the library automation systems in making a retrieval model, followed by putting the I-Ching’s KVC into WebPAC as an example to prove its feasibility thus making the implementation of this application smoother.
This research concludes: This research generalizes relevant literature and from there making five concrete recommendations. They are A) Libraries actively participates in the development and support of digital learning courses. B) The professional courses of libraries information science are adopted as web-based learning. C) Library usage or relative information literacy courses can be taught by web-based learning D) Library services must consider the distance user’s needs. E) Libraries integrate the information of digital courses into the WebPAC. Investigating the web-sites of University Library in Taiwan and aboard, we find, “Library support of digital learning courses.” and ”Integration of web-based learning in the Web-based Public Access Catalog” are currently the weakest points of libraries. Especially there is not one library in Taiwan that integrates web-based learning in the Web-based Public Access Catalog. MARC with multiple access points and full bibliographic descriptions can integrate all kinds of information resources. Refer to integrated service model and structure aboard, this research uses the library automation systems in making an ideal retrieval model and offer more value-added service. Successfully put the I-Ching’s KVC into WebPAC as an example to prove its feasibility thus making the implementation of this application smoother. With the capability of integrate multi-functional searching systems, users can retrieve web-based courses and contents from other universities through the WebPAC system in the library. The concept of I-Ching’s KVC offers a reference model of integrating library digital collections. Digitalized library system not only emphasize on reservation, but also having the value-added purpose of integration, utility and service.
|Appears in Collections:||[資訊管理系(所)] 博碩士論文|
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