本文探究大規模開放性線上課程（磨課師）之學習特質並推論其對學校教育的啟示。在資訊科技助力下磨課師風潮吸引百萬慕課者。這股全球風潮是一種伴隨磨課師學習特質之文化現象。很多磨課師相關研究已發表，但少有磨課師學習特質的研究。此不足鼓舞本研究來彌補學術上的空隙與探索其對教育的影響。經由分析相關文獻後發現四種磨課師學習特質：虛擬特質、非正式特質、優勢特質、未定性特質。透過批判性檢視後研究提出四項論點：對臨場感的懷念、認肯的需求、消失的聲音、市場的目標。最後研究者提出四項對學校教育的啟示：虛擬特質擴展與轉換學習族群、非正式特質豐富學校教育的定義、優勢特質引出教育正義的需求、未定性特質成為一種挑戰與機會。

The paper investigated the characteristics of massive open online courses (MOOCs) learning and drew some implications for schooling. Facilitated by the information technology, the booming trend of MOOCs has attracted millions of participants, often called “MOOCers.” This trend is also a cultural phenomenon with new characteristics of MOOCs learning worldwide. An extensive amount of MOOCs-related research has published but analyses of the actual characteristics of MOOCs learning remain relatively rare. This deficiency has prompted this investigation to fill the existing research gap and explore the possible impact of MOOCs on education. Through literature review, the paper has found four primary characteristics of MOOCs learning: virtuality, informality, advantage and unsettledness. By way of critically examining these characteristics, the current study constructed four arguments: the reminiscence of presence, the need of recognition, the missing of voice and the target of the market. Finally, four implications were made for schooling: the virtual characteristic expanding and shifting the learners, the informal characteristic enriching the definition of schooling, the advantaged characteristic creating a need for educational justice and the unsettled characteristic serving as a challenge and an opportunity.