本研究以一個偏鄉縣市的「遠距教學語文共學計畫」為對象，探悉疫情期間，地方政府如何透過支持偏鄉跨校教師組織網絡學習社群，進行線上的資源連結、資訊溝通與交流共備，推動線上跨校共學的專案計畫，以提升教師及學生運用資訊科技促進學習的能力，並建立教師協作文化與持續增能學習的基礎。本文從社群組成與共備為起點，探討為成就專案計畫，教師、學校、行政機關所需做的努力與合作，以及外部資源如何進入協助專案計畫的推動。結果發現，社群召集人與成員間的相互領導，以及行政機關在事前及過程中的支持是為關鍵；而因社群增加的工作負擔與原有教學工作間的平衡，則是網絡學習社群永續運作的要素。

This study focused on a “Distance Chinese Co-learning Program” of county T. It explored how local government support a networked learning community formed by rural school teachers to share information, resources and promote the program collectively in order to enhance teachers’ and students’ ability to use information technology to enhance learning, and also to establish a culture of teachers’ collaboration and continuous learning. This paper explored the efforts and cooperation required by teachers, schools and administrations, and how external resources can help to promote the project. The results show that mutual leadership between community leaders and members, and support from the administration through the process are key factors. While balancing the increased workload of the community with existing teaching work is a factor in the sustainable operation of the networked learning community.