數位學習隨著資訊科技的發展及普及漸漸受到政府及產業的重視，不管是企業內部的教育訓練、一般民眾或是公務員的再進修，採用數位學習的比例都不斷提高，然而，沒有經過整體規劃的發展卻會帶來一些問題，像是企業可能必須面對內部多個分散的數位學習資源，台灣的公部門數位學習網站也因為沒有經過整體規劃造成各單位獨自發展，產生許多重複的課程以及目標、功能類似的平台，造成資源浪費。 本研究針對六位公部門數位學習網站負責人進行半結構化訪談，以自然主義研究方法分析訪談資料，最後利用限制理論之思考流程找出影響公部門數位學習資源整合的各種限制以及可以破除限制達成整合的策略，研究結果經過訪談、問卷驗證後提出。結果顯示，影響公部門數位學習資源整合的不良效應共有13項，最核心的問題為：(1) 公部門數位學習資源整合有政策方向卻無明顯政策領導單位及具體整合步驟和方法；(2) 各單位預算不同且對數位學習的重視程度不一。本研究同時分析出兩項策略構想用以解決此二核心問題達成整合：(1) 找出公部門數位學習資源整合之領導單位，分析整合步驟頒布具體政策；(2) 各中央、地方單位提供特色課程或是品質優良的課程。 本研究除了提供公部門數位學習資源整合最直接之整合分析及建議外，有別於其他使用限制理論的研究，本研究採用嚴謹之自然主義資料分析方法，更將理論應用於跨組織及公部門議題，給予限制理論不同的應用方式且充實了相關文獻的不足。 E-Learning becomes more important to companies, government and common people due to the development in information technology. They use e-Learning not only for training employees but also for acquiring common knowledge. However, planless development in e-Learning introduces some problems. For example, in public sectors, there are many similar platforms and courses, which makes part of investment become a waste and unnecessary. This study conducts semi-structured interviews for collecting data and naturalistic inquiry for data analysis. Then apply the theory of constraints’ thinking process to study e-Learning resource integration in public sectors. As a complement to research result, we conduct a follow-up survey and interviews with a selected group of three practitioners and two academics. Research result shows that there are two core problems affecting e-Learning resource integration in public sectors: (1) There is no obvious leader sector in e-Learning resource integration in public sectors; (2) Each sector has their own emphasis on e-Learning and different budgets. The study also represents two strategy injections: (1) Finding out the leader sector in e-Learning resource integration in public sectors and setting policies; (2) Determining special and high qualitive e-Learning materials. The contribution of our research includes: (1) Making suggestions in e-Learning resource integration in public sectors; (2) Making a combination of naturalistic inquiry and theory of constraits; (3) Implementing theory of contraits’ thinking process in inter-organizational issues and public sectors.
