學校因應資訊科技的發達，提供多元學習環境，數位化學習是一種趨勢，非同步遠距教學課程具有不受時間、空間限制的學習特性，讓學習者擁有更多的學習機會。本研究以樹德科大的智慧大師非同步遠距教學平台系統，教授通識課程為計算機概論，並以進修學校二專及進修部四技參與遠距學習的學生作為問卷發放之對象，共有104份問卷資料加以統計分析，以及線上課程討論互動與學生訪談，探討學生對於遠距教學之意願、學習成效及滿意度分析，以作為改善教學品質的策略參考。本研究結果發現學生對於遠距教學課程的需求度高，主要原因是「學習時間較自由」佔66.3%，其次為「不用到學校」及「找資料較容易」佔56.7%，在不願參加遠距教學原因中，以網路故障為首佔42.3%，其次為教材問題而無法即時請教老師佔34.6%。一般而言，參加遠距教學對於學習成效與滿意度頗高，平均數達到3.88以上，不願意繼續修習其他遠距課程只佔5.8%，所以遠距教學成效值得肯定與推廣。

In responding to advance information technology, schools have to provide diverse learning environment for the students. Digital learning is a inevitable trend in education. With asynchronous distance learning, courses are not subject to time and space constraints of the learning characteristics. Thus learners have more learning opportunities. In this study a wisdom asynchronous distance learning platform was used to teach liberal education courses. Courses as Introduction to Computer Science and Division of Continuing Education were taught in distance learning. A total of 104 students took part in this empirical study. All the information were collected, statistical data analysis and interactive online course discusses were the main themes to interview with students. The students' willingness are discussed to find the distance learning perceptions, learning outcomes and satisfaction. We hope that the research result may help to create a learning strategy and to improve the quality of e-learning in the future.This study found that students in asynchronous distance learning courses needs were in high level, mainly due to ”learning time more freely” accounted for 66.3%. Followed by ”do not need to go to school” and ”more prone to find information” were 56.7%. However some (42.3%) were ”unwilling to participate” in distance learning, the reasons could caused by a network failure, and 34.6% of textbook problems. In general, after participate in distance teaching their response for learning effectiveness and satisfaction are high, the average reached 3.88 or more, ”unwilling to continue to attend other asynchronous distance courses” only 5.8%, so the distance learning result is fine and the teaching quality were improved.