遠距高等教育政策的比較研究：以中國大陸、香港、臺灣為例

Comparative Study of the Policy of Distance Higher Education: Mainland China, Hong Kong, and Taiwan as Examples

自2020年初爆發COVID-19以來，遠距高等教育的實施歷程、學習評估及價值性成為當代高等教育的新焦點。由於遠距教育具有靈活、永續、終身學習等特點，因此，世界各地的高等教育機構均對其展現出濃厚的興趣，而亞洲作為世界人口數量最多且集中的地區，具備足夠的研究代表性。本研究選取中國大陸、香港和臺灣三地的遠距高等教育政策作為研究對象，透過梳理其發展歷程，獲得以下研究結果：一、中國大陸的政策較為宏觀，微觀上缺乏高等教育機構與具體遠距課程層面的標準制定；二、香港僅有一所高等教育機構得以授予遠距教育之學位，政策獨立性強；三、臺灣高等教育之遠距教學受到政策的嚴格規範，並採用認證制。最後，本研究提出應建立政府規範、市場需求和學術自治之間的高等教育治理三角模式，以期為亞洲及全球高等教育提供借鑑與參考。

Since the outbreak of COVID-19 in early 2020, the implementation, learning assessment, and value of distance higher education have become focal points in contemporary higher education. Given its flexibility, sustainability, and lifelong learning attributes, distance education has attracted significant interest from higher education institutions worldwide, and Asia, as the most populous and densely populated region, holds substantial representativeness for research in this field. This study examines the distance higher education policies of Mainland China, Hong Kong, and Taiwan by analyzing their developmental trajectories and yields the following findings: (1) Mainland China’s policies are formulated at a macro level but lack standardized regulations at the institutional and course-specific levels; (2) In Hong Kong, only one higher education institution is authorized to confer degrees via distance education, demonstrating a high degree of policy independence; (3) In Taiwan, distance higher education is subject to stringent regulatory frameworks and operates under an accreditation system. Finally, this study proposes a triangular governance model for higher education that balances government regulation, market demand, and academic autonomy, aiming to provide insights for higher education development in Asia and beyond.