科技日漸普及於高齡各項服務，過往臺灣高齡教育以傳統實體課程為主，因應COVID-19疫情發展線上教學模式。Salmon(2003)發表線上教學五階段理論提供教師指引，過往應用該理論之研究以學齡階段及成人為對象，高齡者有不同學習特性，應採用不同教學策略，為現有的研究缺口。
因此本研究以Salmon(2003)理論為基礎，了解線上進行高齡者教育的挑戰及策略，探討該理論與高齡教育策略異同之處，欲發展專屬高齡教育的線上教學研究。多元的高齡教育課程中，以保健課程更受高齡者關注，預期有不同的挑戰與策略，因此本研究以樂齡學習中心及遠距健康促進教師經驗為例。
本研究邀請臺灣中南部高齡教育實務單位及遠距健康促進機構推薦兩年內曾開設高齡者線上課程達8小時以上的教師，第一組為樂齡學習中心線上課程教師(N=5)，第二組為遠距健康促進機構教師(N=4)，共9組個案進行多重個案研究，蒐集訪談、觀察資料並分析。
研究結果發現，線上教學遇到的共同挑戰為：(1)不同空間難以即時因應學習狀況、(2)實體轉換成線上的不安適、(3)生理老化待適應數位學習環境、(4)難以克服的線上限制。且兩種高齡線上教師共同發展之教學策略為(1)轉化問答提高互動、(2)簡化教學內容、(3)開課單位協助課程。
另，現有樂齡學習中心教師遇到之獨特挑戰還有：(1)教師對線上工具的不熟悉、(2)數位落差與硬體設備的不足。因應之策略則為教師採用教材製作，自製手牌道具，提升課程實境感，教材放大字體、提高對比等方式應對。
而遠距健康促進機構教師遇到的獨特挑戰則為：(1)未知且多元的學習者背景，來自不同地區的學員有不同的學習特性，教師難統一教學方向，其採用之相對應策略有：(1)激勵與調整設計、(2)建立交流平台等策略因應，課程中及時調整，提高學員學習動機並提供課後的交流討論機會。
此外，本研究在綜合上述高齡講師之訪談與參考Salmon(2003)線上教學理論後，發展專屬高齡線上教育的方法，包含：(1)增加第零階段：單位協助與教材製作、(2)修正與補充salmon線上教學理論各階段如下：第一階段：參與動機重視教具引導、第二階段：線上交流強調簡化問答與強化生活經驗結合、第三階段：資訊交換需以教師為主並注意減少畫面切換、第四階段：簡化知識建構範圍，並應用與生命經驗連結之互動於建構知識、第五階段：發展著重建立課後交流平台，以上研究結果將作為未來實務工作及相關研究之參考。

This study extends Salmon's (2003) theory to understand challenges and strategies in online elderly education. It investigates the disparities and commonalities between the theory and elderly education approaches, aiming to develop online instructional research tailored for older adults. Multiple case study method was used in this study. The first group has senior learning center instructors teaching online (N=5), and the second group has instructors from remote health promotion organizations (N=4). A total of 9 case studies will be conducted, collecting interview and observational data for analysis. This study created a tailored elderly education approach with the following stages. The new Stage (0) Institutional support and Development of Teaching Materials, Stage (1) Building Engagement Motivation with Instruction Tools, Stage (2) Online Socialization：Simplifying Contents and Integrating Life Experience, Stage (3) Information Exchange：Teacher-Centric Approach and Minimizing Screen Transitions, Stage (4) Knowledge Construction—Simplify the scope of knowledge construction and apply interactive connections with life experiences to construct knowledge, and Stage (5) Development—Establishing Post-Session Communication Platform.

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