本文探討在磨課師學習模式下，設計類學習者自我效能與學習表現之關係性。本研究以修習磨課師「數位影像創作」課程之大學一年級學生做為研究對象，透過問卷調查法及數位作品評量來蒐集相關資料。結果顯示：一、磨課師設計類學習者整體自我效能表現高於中間值，但對此學習模式仍感到壓力；二、磨課師設計類學習者整體學習表現佳，且男生在影像創作的技能表現傾向優於女生；三、磨課師設計類學習者自我效能與學習表現的相關性未達顯著，但整體自我效能與「美感構圖」及「技能運用」兩個面向達到顯著相關；且高自我效能學習者，在「技能運用」分項之表現，顯著優於低自我效能學生。期望本研究結果能提供磨課師教師啟示，並對臺灣大學設計教育在數位時代下的發展有所助益。

This study focuses on the relationship between self-efficacy and learning performance of design learners under the MOOCs’ learning model. The research subjects of this study were first-year graduate students in a “digital image creation” course, and data were collected by means of a questionnaire survey and the assessment of digital artworks. The results indicated: First, the MOOCs’ design learners were highly aware of self-efficacy, but felt pressure with this new learning model. Secondly, the overall leaning performance of MOOCs’ design learners were above average, and male students tended to have better performance in the dimension “use of skills” than female students. Thirdly, there was a negative correlation between self-efficacy and learning performance among MOOCs’ design learners, but a significant positive relationship in the dimension “aesthetic design” and “use of skills.” In addition, students who had high self-efficacy had significantly better performance in the use of skills than students who had low self-efficacy. It is hoped that the findings will provide some insight for instructors to design suitable curriculum for MOOCs’ learners and contribute to the improvement of design teaching in the information age.