本研究以遠距教學方式結合「生命故事、身體覺察、冥想、牌卡」之全人健康課程方案，主要目的為探究高齡者遠距生命故事課程對個人生活、家庭互動、服務學習及社交互動的影響。本研究將九位參與者分為三組，分別進行每次2小時、共七次之遠距課程，三組共進行21次，約42小時並蒐集課程紀錄與方案結束後個別訪談資料計九筆，並以現象學研究法分析。研究結果發現，遠距學習為高齡者未來學習的趨勢，可促進自主與終身學習及全人健康。參與者於方案歷程的感受與整體影響為：一、心理層面情緒獲得抒發與支持，生命故事重塑後，生命意義及個人價值信念被釐清與強化，面對死亡較坦然、有更多準備度；二、家庭層面與家人互動增加，鬆綁既定模式、增加家庭凝聚力；三、生活層面重省生活及時間規劃，調整並聚焦自我與家人照顧；四、學習層面更多複習學習內容、自主上網學習、投入作品創作並建立學習社群；五、社交互動層面人際網絡單純化，更聚焦與重要他人的關係。最後，本研究根據上述研究發現，提出高齡遠距生命故事課程方案對高齡者心理健康相關政策與教學實踐之建議，以供未來研究參考運用。

In this study, a distance group program intervention for elderly persons was designed based on the wellness approach, in conjunction with life stories sharing, physical awareness, meditation,etc. The purpose of this study was to explore the experience of participating, and influence of their life, families, service and learning,interpersonal interaction in the pandemic-era. Nine participants were recruited and divided into three groups, each group intervened two hours per session, a total of Seven sessions.The researcher collected 9 transcripts data of the Post-Interviews, and analysized by phenomenon-oriented methodology. The study found that distance learning is the future trends of education for seniors, which can facilitate active learning, life-long learning,and wellness. The impact of the intervention are: 1. Mental level: improving emotional awareness and expression; validating personal needs and core beliefs, as well as increase learning and service motivation; increasing psychological preparedness towards anticipatory geriatric anxiety. 2. Family level: strengthen family relationships and reframming models of family interaction. 3. Life level: rethinking and rescheduling time and life. 4. Learning level: learning actively, creating artistic works, to build social networks and communities on net. 5. Interpersonal relationship level: simplifying social networks, to be more focused on families and significant others.