Covid-19大流行導致全球教育機構大多採取禁止實體到校並全面轉為線上授課的形式，以維持教育不中斷。在此情況下，教師無法面對面接觸學生，短時間內要適應此種轉變，對教師、學生以及教育機構來說都是相當大的挑戰。過去幾乎沒有全面實施遠距教學的經驗，故較少有研究針對不同遠距教學模式探討其適用情境。如今情況趨於穩定，各方大多已適應遠距教學，雖然此次疫情對教育產業帶來了巨大影響，但也讓大眾體驗了新的教育型態，未來有機會進一步思考遠距教學成為教育新常態的可能性。因此，本研究認為探討遠距教學下學生的學業表現，以瞭解不同遠距教學模式的情境適用性是一值得研究的議題。
本研究採用次級資料分析法，經授權取得台灣南部某大學行政資料，並透過二因子變異數分析，針對課程類型（交流、實作和講授）與遠距教學模式（同步、非同步和混合）的組合對於學生學業表現的影響進行探討。
本研究證實，在不同的課程類型下，選擇不同遠距教學模式對學生成績的影響具有差異性。在講授類型課程中，同步或混合模式可能更有利於學生獲得反饋，利於掌握與理解課程內容，從而提高學業成績。在交流類型課程中，同步模式可能更有利於學生互動和參與，從而提高學業成績。至於實作類型課程，採用混合或非同步模式可能為學生提供更多的時間和彈性來進行實作操作，從而提高學業表現。期望這些結果能夠為遠距教學的實踐提供參考，幫助教育者在不同的課程類型情境中選擇合適的教學模式，為學生建立良好的學習體驗，以提升學業表現。

The outbreak of the Covid-19 pandemic prompted numerous educational institutions worldwide, including Taiwan, to transition from in-person classes to online learning. This transition posed significant challenges for teachers, students, and educational institutions. Due to the lack of comprehensive experience in implementing distance learning in the past, there is limited literature exploring the suitability of different distance learning modes for various scenarios.
By utilizing authorized real data from a specific university, this study conducts a 2-way ANOVA to analyze the impact of the combination of course types and distance learning modes on students' academic performance.
The analytical results show that the selection of different distance learning modes significantly impacts student performance across different course types. Based on these findings, this study provides practical suggestions to educators in selecting appropriate distance learning modes for diverse courses, ultimately enhancing students' learning experiences and academic performance.

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