網?科技應用在遠距教育形成的?位學習受到高等教育的歡迎，其?受時間與地?限制，與??可及等特色使其快速普及。但當?位學習涉及授予學位或證照時，其品質面?嚴格要求與挑戰，所以?位學習發展認證制??把關。我國教育部採用品質認證方式試辦?位學習在職專班，並分為三種層級認證：?位學程、?位課程與?位教材。這對國內高等教育與專業教育發展是一項新?程碑。本文就圖書資訊學教育觀點研究?位學習認證制?帶?的挑戰。研究方法以文獻分析與比較法探討英美?位學習認證制?與標準規範，其次從認證制?與標準，研究我國圖書資訊學教育實施?位學習認證制?與認證標準之可?性。最後總結並提出未?實施?位學習的策?與建議。

E-learning and distance learning have gradually prevailed, thanks to the quick and convenient access to information provided by the Internet. As e-learning develops into a global trend, international competition is also becoming unfettered and international collaboration more and more significant. The changes brought forth by e-learning present a challenge to universities and prompt them to no longer heavily rely on conventional teaching methods. Under such circumstances, there is a need for careful design, detailed specification, and quality assurance system to qualify e-learning as a feasible and effective medium for both teaching and learning. In view of this arising need, this paper mainly discusses e-learning quality assurance systems in library and information science in Taiwan. Firstly, this study explores and compares the accreditation systems and standards of quality assurance of the United States and the United Kingdom. Secondly, this study describes e-learning quality assurance systems and the state of LIS e-learning in Taiwan. Finally, some strategies and suggestions are proposed for future implementation of e-learning education.