線上學習社群為線上課程設計的重要概念，本研究以個案研究的方式，首先從理論中歸納破冰、評分機制說明、議題討論與學習單票選活動、課程助教輔助以及專題製作等五項線上學習社群建構的教學策略，並實際運用在一門大學通識課的線上課程中。透過將學習者於線上互動的資料重新編碼與歸類，研究者檢驗所設計的教學策略對線上學習社群建構的影響，並以此作為後續課程設計的修正。結果顯示破冰、評分機制說明、媒體議題討論、學習單票選與專題製作均能提升線上學習社群的互動與增進學生媒體素養，而課程助教輔助的影響則是必須視助教輔導的型態來決定其效果。根據結果，研究者提出四點後續課程的修正：實體與虛擬破冰策略的並行、組內社群的互動擴展至全班的社群互動、助教的輔助方式要更能切和社群的活動節奏、線上學習平台功能的修正。

The development of an online learning community is an important issue in online courses. The author uses a case study to analyze the effectiveness of five instructional strategies for a college online course. The results indicate that the instructional strategies of ice-breaking, description of course grading, media literacy discussions and the activity of voting for the quality worksheets were positive influences on developing the online learning community and enhancing media literacy. However, the effectiveness of a teaching assistant was dependant on how he or she interacted with group members during discussion. Based on the results, the author proposes four instructional suggestions, specifically: using both face to face and virtual ice-breaking, expanding group discussion to include the whole class, tailoring support from teaching assistants to match the rhythm of group activities, and adding some additional functions to the e-learning website.