隨著電腦及網路科技的蓬勃發展，學生透過遠距教學方式能夠即時且彈性獲得新的資訊，達到終身學習的目標。由於研究者在以往推動遠距教學的過程中，發現學生感受到遠距教學的教學互動較傳統課室教學為少，因此本研究目的為建立同步式遠距教學中教學互動評估量表，並測試量表的信效度，以做為評量遠距教學中教學互動的工具。本研究係依研究者經驗及參考文獻，編製36題「同步式遠距教學互動量表」，然後對接受同步式遠距教學課程的二所學校100名學生進行測試，將收集資料檢測此量表信效度。研究結果發現此量表信度Cronbach’s Alpha Coefficient為0.901，以因素分析進行量表建構效度，結果共萃取出29題，並歸類出七種互動類型，其可解釋總變異量為72.69 %。此量表經由測試結果顯示具有良好內在一致性及建構效度，為一有效且可用的工具，它能夠有效評估同步式遠距教學中互動狀況，有助於教師瞭解遠距教學課程中教學互動狀況，可提供未來發展各類科同步式遠距教學課程的參考。

The advance of com puter and net work tech nol ogy has made it pos si ble for stu dents to flex i bly acquire real-time infor ma tion through dis tance edu ca tion, allow ing life-long learn ing. As in pre vi ous stud ies, the research ers found that stu dents gen er ally expe ri enced less instruc tional inter ac tion in dis tance edu ca tion as com pared to the tra di tional class room set ting. The pur pose of this study was to develop and test a reli able and valid instru ment to eval u ate instruc tional inter ac tions in syn chro nous dis tance edu ca tion. Based on a lit er a ture review and researcher expe ri ence, a 36-item inter ac tion scale was devel oped and admin is tered to 100 stu dents from two dif fer ent schools. Data were col lected and the reli abil ity and valid ity of the scale were tested. The results showed that the scale had a Cronbach’s alpha coef fi cient of 0.901. Fac tor anal y sis was used to test the con struct valid ity and 29 items were extracted and divided into seven dif fer ent inter ac tion fac tors. These seven fac tors explained 72.69% of the total vari ance. Fur ther more, the results showed that the scale had good inter nal con sis tency and con struct valid ity, and would there fore pro vide an effec tive and use ful tool for eval u at ing inter ac tion in syn chro nous dis tance edu ca tion. Use of this instru ment can help teach ers to under stand inter ac tions tak ing place in a syn chro nous dis tance edu ca tion envi ron ment and pro vide guid ance for the future devel op ment of dis tance edu ca tion pro grams for var i ous dis ci plines.