隨著教學數位化的發展，「遠距教學」使得大學教育也開始進行翻轉，亦使遠距教學模式的日新月異成為近年來各國推行高等教育的重要教育方針。德國的遠距教學係以推展終身學習為核心概念、強化職業教育為發展重點，發展至今已形成相當完整的架構，即由品質監管、法律規範、課程管理及遠距大學品質四大面向建構而成的運作系統。我國雖自十餘年前即積極推展大專校院的遠距課程，然與各國相較仍有相當大的發展空間。是以，本研究主要透過文件分析法，著手探討德國發展遠距教學的兩大背景脈絡，並分析其運作系統的四大面向，以得到其發展的樣貌。希冀能透過他山之石，汲取德國的經驗與優點並進行反思，以作為未來國內發展高等教育遠距教學的參考。

The rapid rise of digitalization changes the reality of our world. For education, digitalization enables the employment of various new kinds of instructional approaches. Distance teaching has become an important focal point of higher education development in various countries over recent years. In Germany, distance teaching particularly targets the promotion of lifelong learning and vocational education. The government has developed a comprehensive framework for governing distance teaching, focusing on quality supervision, legal norms, curriculum management and quality assurance of distance education programs. Based on these four elements, a solid educational operational framework has been developed in Germany. For the past several decades, Taiwan has been promoting distance education at tertiary institutions but with limited successful instances. The study seeks to learn from developments in Germany by applying a thorough document analysis. It further aims to provide insights into Germany’s experience to enrich the domestic discussions about the development of distance learning at local universities in order to provide recommendations for the implementations of appropriate strategic approaches for Taiwan.