在知識經濟與數位學習潮流下，政府陸續提出相關政策。並且於九十一年設立「數位學習國家型科技計畫」，將數位學習視作最具競爭力之產業，主張藉由數位學習發展我國於知識經濟時代之競爭力。因此政府部門數位學習網站陸續成立，至九十六年二月為止共計有五十二個數位學習網站。這些網站因應不同目的而成立，但無論網站內容或服務對象皆有相似性。由於缺乏整合，各政府部門必須自己維護平台與負擔開發成本，也因此造成課程重複開發及徒增平台營運成本之情形。若能有效整合政府部門網站，節省課程重複開發成本與平台營運成本，如此可以使數位學習發揮效益。因此本研究旨於以內容構面探討政府部門數位學習資源整合議題。 本研究採用自然主義之質性研究方法，訪談十七間政府部門數位學習建置單位，了解政府部門數位學習資源現況。共有五項研究目的： 1. 目前政府部門數位學習網站數位內容設計之現況分析 2. 以數位內容設計進行數位學習資源整合之可能性與困難 3. 目前政府部門數位學習網站內容使用者之現況分析 4. 以內容使用者進行數位學習資源整合之可能性與困難 5. 以內容構面擬定具體整合步驟─課程資源專業分工 最後結論建議政府部門以課程資源專業分工方式進行整合，整合步驟為：確定主導單位、確定課程分工範圍、課程製作方式之協調、其他相關管理辦法。以課程資源專業分工方式，可以達成節省政府部門數位學習課程重複開發成本，讓各參與單位能集中資源開發負責課程部分，提高整體政府部門課程品質。 The Taiwanese government has made relevant policies in the trend of knowledge economy and e-learning. The government indicated that e-learning can help improve our competitive advantages in the era of knowledge economy. As a result, public sectors set up websites. There have been 52 e-learning websites till Feb, 2007. Those websites were established for different purposes; however, those websites have similar contents or services. Each public sector has to maintain their own website because of no integration of e-learning websites. Through integrating e-learning websites of public sectors, the costs can be saved. This study aimed to discuss the issues about integration of e-learning resources in public sectors in term of content perspectives. The qualitative method, naturalistic inquiry, was used to explore current situations of e-learning resources. The purposes of this study were shown as below: 1. Explore the current situation of e-learning resources in the term of digital content perspective. 2. Discuss the possibility and difficulty of e-learning resources integration in terms of digital content perspective. 3. Explore current situation of e-learning resources in terms of user perspective. 4. Discuss the possibility and difficulty of integration in terms of user perspective. 5. Present specific integrated processes. Specific integrated processes were as following: (1) Create the guarding coalition. (2) Decide the scope of specialization; (3) Coordinate the method of courses production; (4) Establish other relative management. As the result, the goal of saving the re-built costs can be reached, and each public sector could focus on courses development to improve the quality of e-learning courses.
