資訊科技快速發展使教學型態產生變革。現今藝術通識課程學習方式與內涵，須因應數位時代而有所改變。本研究旨在探討混成式課程網路社群應用，對大學生藝術通識課程自我調整學習之影響，及其於TA 教學、當代藝術課程設計之學習反應。本研究以85 位大學藝術通識課程學生為對象，組成網路社群，並進行教學實驗。依據社群互動形態，將學生分為TA(teaching assistant)實驗組及控制組，歸納研究結論為：(1)「TA 實驗組」模式有助於大學生藝術通識課程自我調整學習表現；(2)混成式課程網路社群有助於大學生藝術通識課程學習；(3)TA 教學有助於提升混成式課程之教學效能；(4)藝術通識課程應融入當代特色並結合理論與實務。最後，本研究對未來大學藝術通識課程設計與TA教學提出建議。

The quickly development of information science and technology changed the type of teaching. Today, the mode of learning and contents of general arts curriculum needed to respond the requirement of learning in the digital generation and has to be revised. This study aims to investigate the
influence of blended curriculum web-based community on self regulation in
arts general education for undergraduates as well as their learning
responses on TA teaching and the design of general arts curriculum. Eighty-five students of an art appreciation curriculum participated in the study. Based on different models of web-based communities, this study categorized the students into “TA empirical group” and control group. Results of this study are as follows: (1) the “TA empirical group” model facilitates self-regulated learning performance; (2) the blended web-based community is helpful to undergraduates’ learning in arts general curriculums; (3) TA teaching is beneficial in enhancing the teaching efficiency of a blended curriculum; (4) the design of general arts curriculum should include
modern art theories and practices. Finally, based on the results of the study, suggestions are proposed regarding the designs of university general
curriculum and arts, TA teaching, etc.