最近5年来，数字教育出版的发展势如破竹，并已成为当前出版界研究和实践的热点领域之一。许多出版企业开始从教育内容提供商向教育内容服务提供商转变。这里面包括全球知名的出版集团如圣智学习出版集团、培生教育集团、爱思唯尔等。对它们来说，现在最重要的不是内容——因其本来就是全球领先的内容提供商，而是要通过技术来为学生和学者提供服务，以便他们能够通过最简单、最便捷的方式来获取资料。因此，新技术的应用对于数字教育出版来说是近几年最重要的话题之一。

近年来，越来越多的新科技和新概念开始运用到数字教育出版中；同时，国外学者对于这一主题的研究也越来越多。其中，数字化学习(E-learning)技术是与数字教育出版息息相关的新技术，其发展可谓日新月异。Akhmetova等人提到E-learning是一种基于知识的综合学习，它运用数字科技来建立学习环境。E-learning环境是一种大部分或全部基于信息和传播技术来实现教育实践的环境。它可以是即时和远距离教学、线上和线下、个人和团体这些学习方式的结合。[216]美国E-learning研究专家罗森伯格认为Elearning是利用网络技术传送强化知识和工作绩效的一系列解决方案。他指出E-learning应基于三大基本标准：①E-learning互联成网，能即时更新、储存、利用、分配和分享教学内容或信息；②Elearning利用标准的网络技术，通过电脑传送给终端学员；③Elearning注重最宏观的学习，是超越传统培训典范的学习解决方案。[217]

Zazaleena Zakariah等几位学者对马来西亚的120名学生进行了调查。结果显示，E-learning比传统的教育模式更容易让学生接受。因为它可以根据学生的情况以及当下的教育环境和背景作出调整，并且能提供给学生多元化和交互的学习环境。[218]而在印度，数字化学习系统的普及情况有所不同。根据Sarita Kumar和Ravi Toteja两位学者所做的调查研究，只有15%的学生倾向于使用完全数字化的教学模式；33%的学生更喜欢传统的教学方式；另外，37%的学生则认为把两种教学模式结合起来比较好。其中，70%的学生认为数字化学习系统的确能带来一些好处，例如更高的教学效率(61%)、弹性的管理时间(60%)、学习者承担更多责任(65%)、能接触到更多学生(81%)等；但它的缺点也很多，例如老师在教学过程中缺乏解决由设备或其他因素带来的故障的能力(72%)、缺乏团队合作(69%)、不适当的监控(63%)、作业碎片化(58%)、不深入和肤浅的教学(50%)等问题。[219]由此看来，印度现有的数字化学习形态并不能完全让学生和老师全面接受。

在哈萨克斯坦，数字化学习系统在全国的普及和应用是这个国家计划于2020年以前实现的目标，并为此启动了专门项目。项目于2011年开始实施后，哈萨克斯坦本国的很多学者开始对这个系统进行研究。Artikbayeva认为应该为老师以及学生寻找新的途径去解决信息以及文化交流问题，同时要积极开发在教育环境中的应用软件。[220]Nurgalieva则指出，数字化学习的概念包含了以下部分，即学前教育游戏、中等教育电子课本，学院院校虚拟培训以及大学电子实验室，并且分别为这几个不同的分支设计了细致的发展规划和目标。截至2012年，哈萨克斯坦已经有7698所学校的292000名老师接受培训并开始使用数字化学习系统，但这仅仅占到全部老师数量的2.7%。因此，要在该国普及数字化学习系统还有一段很长的路要走。[221]为此，Sapargaliyev D认为哈萨克斯坦应该邀请全世界的专家来为其数字化学习系统提供意见和咨询；而数字化系统项目若能成功实施，那么将能够在很大程度上提高该国未来10年的教育质量。[222]2014年，哈萨克斯坦的两名学者针对数字化学习系统在该国教育领域的应用进行了深入研究。[223]

Stuart Wise等人提到数字科技给中学音乐教育带来了新的教学方式和工具。随着数字科技的发展和应用，新的音乐教学科技可以包括电子琴键、声音模块、多轨道录音器、合成器、硬件音序器，以及一个包含定序、注释、编辑和基于MIDI及原声乐器录音的多功能软件应用。在他们的研究中，受试的9位音乐老师及其学生都认为音乐教学科技能够最大程度上符合音乐教学的多种需求。如学生通过一种叫做GarageBand的应用来演奏不同的虚拟乐器并且能够录制自己创作的旋律；老师可以通过电脑，而不用通过各种不同的实体乐器及音乐设备就可以达到教学目的。但是，要掌握不同软件的使用方法对老师们来说仍是一种挑战。[224]

除了数字化学习系统之外，移动通信技术也给教育出版带来了新气象。其中，在初等教育中的运用尤其广泛。Salim对移动教育平台在肯尼亚小学教育中应用的增长情况进行了研究。他提到使用移动技术可以让孩子们在课堂上的表现更加积极，并且一台设备就可以提供多种电子书籍给学生分享；但是，高昂的设备以及对于教师使用设备的培训等方面还存在一定问题。不仅学校的老师运用移动技术在教学方面取得了良好效果，父母也可以利用电子设备在家庭环境中对孩子进行教学。[225]FezileÖzdamlı等人对790位父母运用移动设备与他们的孩子进行教育互动的情况进行了调查和分析。他们认为应用移动科技用于教育目的，让父母与他们的孩子进行互动，能为家庭和学校之间的紧密联系起到积极作用。因为除了通过移动设备教给孩子知识以外，家长也可以通过设备时时关注到孩子在学校里的教育情况和发展。[226]

在专业教育领域，移动技术近两年来的发展也非常迅速。Christoph Pimmer等学者对移动技术在南非乡村护理教育中的运用和实践情况进行了研究。从2012年6月至8月，他们选取了来自南非不同乡村区域的16名受试者进行访谈。这些学生认为：①通过移动通信设备，他们的问题能够得到真正解决。因为这些平台让不同医学院和医院之间建立紧密的联系，从而形成了一个即时、互动的学习环境。②反思性实践。学生在他们自己的学生社区里分享学习成果、与其他同学进行讨论和专业知识学习的反馈，这样能让学生随时随地对他们即时学到的知识进行深层次学习和反馈。③学生能够时刻掌握最新的课程变更通知和客座教授讲学情况。④终身学习。有了移动电子设备，学生不用再依赖学校和老师，可以通过网络社区和线上教育来实现自我的提升。⑤在临床实践中遇到的问题能即时与老师和其他同学进行讨论。[227]Janet Raman也研究了移动技术在护理教育中的应用。并且总结了2009—2014年美国、新加坡、瑞典、西班牙等国学者对于这个题目的研究结果。结果发现大部分学者通过定性研究方式测量学生以及老师在运用移动设备进行教学和临床试验中的体验以及遇到的问题。例如，信息和移动技术如何影响他们在临床课程学习中的信息寻求行为、如何提升学生的学习质量和效率、与计算机相比移动设备的优势在哪里，等等。很多护理课程和项目已经把移动技术运用到临床、教室以及实验室的设置当中，但是仍然有许多困难需要克服，例如成本高昂、缺乏信息技术支持、缺乏教职工的接受度和融入度、系统的任务设置无法鼓励和驱使移动设备很好的应用等。而且在临床应用中也有限制，如屏幕太小、电池续航时间不够长以及会让学生和教职工花费大量时间去学习如何运用这个设备等。[228]由此看来，移动技术在专业教育和专业教育出版方面的应用还有待开发和改进。

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【作者简介】

徐丽芳，教授、博士生导师，武汉大学信息管理学院出版科学系主任，武汉大学数字出版研究所所长。2010年入选教育部“新世纪优秀人才支持计划”，2014年入选“全国新闻出版行业领军人才”计划，2011年获第九届“武汉大学杰出青年(教职工)”称号。兼任高等学校出版专业本科教学指导委员会委员，“国家出版物发行术语标准”起草人之一，全国科学技术名词审订委员会第一届编辑出版学名词审定委员会委员，武汉大学首批社会科学“70后”学者学术团队带头人。主要研究方向为数字出版、英美出版业研究和科学信息交流。历年来共主持和参与国家社科基金项目、国家自科基金项目、文化部和科技部等部委项目20余项，承担企业委托项目多项，出版《数字科学信息交流》《哥伦比亚数字出版导论》《数字出版概论》等著作、教材20余部(含翻译和参编)，在国内外学术期刊发表论文100余篇。

曾李，女，1988年生，湖南邵阳人，中共党员，武汉大学信息管理学院2014级出版发行专业博士研究生。研究方向：数字出版。

刘遹菡，女，1989年生，湖北武汉人，中共党员，武汉大学信息管理学院2014级出版发行专业博士研究生。研究方向：数字出版。

徐志武，男，1990年生，安徽安庆人，中共党员，武汉大学信息管理学院2015级出版发行学博士研究生。研究方向：数字出版。

【注释】

[1]基金信息：本文系国家社会科学基金项目“开放获取期刊知识传播效果研究”(15BTQ068)研究成果之一。