本研究旨在探究自主學習在遠距教學中的可能與問題，主要以一位大學教師開設的遠距課程作為個案進行探究。研究結論包含：（一）遠距教學中自主學習的體現，有賴於教師妥善的系統性課程規劃與引導；（二）遠距教學中自主學習常面臨學生差異、方法運用、學習意義、生活實踐、以及行政支援等問題；（三）教師宜善用實踐的藝術與折衷的藝術，致力創造遠距教學中自主學習的課程實踐之更多可能。本研究也提出兩點建議：（一）對大學遠距教學授課教師的建議：回歸學習者本位的科技輔助自主學習；（二）對後續研究的建議：取徑連結真實生活問題的自主學習任務之行動研究。

This study aims to explore the possibilities and issues of autonomous learning in distance education. The study primarily focuses on a case study of a distance curriculum taught by a university instructor. The conclusions of the study are as follows: 1. The realization of autonomous learning in distance education relies on the effective curriculum deliberation by teachers to enhance students' active participation. 2. The common issues encountered in autonomous learning in distance education encompass aspects such as "student differences," "method application," "learning significance," "life praxis," and "administrative support. In order to create more possibilities for curriculum implementation, teachers should skillfully employ practical and compromising approaches.