為探討影響我國軍事高等教育緊急遠距教學期間的學習滿意度與感知學習成效之因素，本研究援引學習滿意度模型與探究社群模型作為理論基礎，並探討班級規模對兩個研究模型的調節效果。透過線上調查法獲得619份有效樣本，使用SPSS軟體進行階層迴歸分析與AMOS軟體進行多群組分析。有三大研究發現：一、在軍校緊急遠距教學的學習滿意度方面，教學者態度、課程評量正向影響學習滿意度，同時，個人擔心程度則負向影響學習滿意度；二、在軍校緊急遠距教學的感知學習成效方面，教學臨場感、社會臨場感正面影響感知學習成效。三、驗證班級規模在軍校緊急遠距教學情境中對學習滿意度模型與社群探究模型的調節效果，凸顯學習滿意度模型與社群探究模型適用於小型班級規模與專業課程，具有理論與實務意義。

Based on the student satisfaction model and the framework of community of inquiry, the current study examined the predictors of student satisfaction and perceived learning effectiveness of emergency remote learning (ERL) in military higher education institutes during COVID-19 and further discussed the moderating effect of class size on the models. Data were collected by online survey (final sample N = 619), and SPSS and AMOS software was employed to conduct hierarchical regression analysis and multiple-group analysis respectively. In terms of student's learning satisfaction, the findings showed that instructor-related and assessment-related factors positively affected student satisfaction. On the other hand, self-concerned factors had negative influences on student satisfaction. Regarding perceived learning effectiveness of ERL, teaching presence and social presence positively affected perceived learning effectiveness. Furthermore, the moderating effect of class size on the student satisfaction model and the framework of community of inquiry was presented, indicating that both models were appropriate to small class size rather than medium-large class size. The theoretical and practical implications are discussed.