本研究以逢甲大學合作經濟暨社會事業經營學系大三財政學必修課程為例，透過磨課師融入班級學生個別與團隊學習自主之行動研究，探討如何分別針對個別學生與班級學生進行融入磨課師自主學習的課程設計、教學模式與評量。透過學生自主學習筆記心得作業，進行質性分析研究；學習者相關測驗評量結果，進行統計分析量化研究。導入適切之磨課師課程的自主學習規劃、教學引導活動、課程主題之作業撰寫與班級同學相關個案撰寫作業的互評機制，進行自主學習；課程融入磨課師模式，包括：班級特殊學生之客製化學習，分組團隊學習與分享及班級全體共同學習三種自主模式。課程融入磨課師相關課程教學結果，顯示無論個人、分組或班級學生，經由導入適切的磨課師課程的自主學習規劃、教學引導活動、課程主題之作業撰寫與班級同學相關個案撰寫作業的互評機制，均有助於改善個人或班級學生該課程之綜合學習成效，成為有效的自主學習者。透過行動研究過程與分析結果，教師獲得教學與課程專業成長；學生的學習成效會因學習動機、壓力與學習模式的不同而異；根據研究結果提出結論及未來研究與教學改進方向之具體建議。

The cyclical model of self-regulated MOOC blended learning has been used to improve undergraduate students' Public Finance course through individual, group and class self-regulated learning methods: monitoring associated with self-evaluation, goal setting and strategy planning, monitoring associated with efforts to adapt the strategy from outcomes. The curriculum self-regulated MOOC blended learning mode includes three modes: individual student self-learning, student grouping self-learning and sharing, and class-wide self-learning, making appropriate cyclical adjustments in instructional models and multiple measurement process. Through action research, results showed that regardless of the individual, group or class students, through the introduction of appropriate MOOC courses self-learning planning, teaching guidance activities, course theme assignments and classmates' related case writing assignments, allows students the ability to develop lifelong learning, independent study to become effective learners, and the researchers benefited from professional growth and reflection. The study has come to a few conclusions which aim for practitioners and future studies.