全球資訊網（World Wide Web）自90年代初期發展至今，短短十五年間，資源成長速度與累積數量都十分驚人。加以網路搜尋工具易於使用、資訊取得便利成為許多人最常獲取資訊的管道。大專院校師生利用網路獲取學術或是課業上的資訊也成為一種常態，學術圖書館或是相關學術性資訊服務機構也著力發展電子資源的館藏。但是有別於學術性資訊服務機構所提供的電子資源，浩瀚網路世界中的數位資訊因缺乏過濾與認證的機制，充斥不正確、不值得信任等品質低落的資訊內容，若大專院校使用者沒有足夠能力使用適當的網路學術性資訊將導致產出的學術活動品質不佳。美國已有部分大專院校科系禁止學生使用維基百科(Wiki pedia)作為課業參考來源，原因在於經由眾人參與而產生的網路資訊仍存有不少錯誤，且無專責機構把關，將使得這些錯誤資訊為他人所用。

網路學術性資訊品質已與大學生學術活動品質息息相關，網路學術性資訊品質判斷也成為一項重要課題。大學教師普遍認為學生判斷資訊品質能力不足，但是學生自認控制與過濾網路資訊的能力頗佳。因此本研究由大學生與大學教師判斷網路學術性資訊品質的準則與線索切入，剖析兩者的網路學術性資訊品質評估方式並深入分析其評估方式的異同，加以人口變項與學科領域的影響，期能得出網路學術性資訊品質全面性之評估以及了解兩者認知差距的原因以提供後續學生相關素養訓練及資訊服務提供之參考。

研究發現，一、大學教師以「正確性」與「權威性」判斷準則為主，大學生則重視「正確性」、「完整性」與「可用性」；二、大學生與教師跟據資訊內容與來源之特徵判斷資訊品質，且分別運用多元彈性的判斷方式與連貫完整的技巧；大學生的人口變項及教師學科領域影響其資訊品質判斷線索之使用與認知。三、受試的大學生與大學教師在判斷網路學術性資訊品質的準則與線索選擇上幾近相同，主要原因在於資訊的表面特徵對於使用者的資訊品質認知產生直接的影響，因此不論是大學生或是大學教師都會選擇透露良好品質訊息的資訊特徵。另外，深入探討大學生與大學教師判斷資訊品質的內涵則了解到大學生思辯與批判的能力明顯不足。雖然知道判斷資訊品質的方式，大部分只根據資訊線索與特徵判斷資訊內容的品質，不如教師會多元思考、連貫剖析資訊內容，才能過濾與判斷出具有品質的資訊。

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