本研究旨在探討疫情期間幼兒參與幼兒園線上學習的情形及幼兒家長對線上學習之看法，以及不同背景變項在看法上的差異情形。本研究採問卷調查法進行研究，研究工具為自編問卷。以育有3-6歲幼兒的家長為研究對象，有效樣本為141人。調查所得問卷以描述性統計、皮爾森相關係數、單因子變異數分析進行分析。依據資料分析結果，本研究的研究發現如下：
一、在幼兒園提供的線上活動中，以體能活動為大宗，並大多採會議軟體的方式進行線上學習。
二、多數幼兒一週進行4堂以內的線上學習，一堂的時長在30分鐘以內，而就讀私立幼兒園的幼兒進行線上學習的一週頻率高於非營利幼兒園的幼兒。
三、多數幼兒家長表示不認同線上學習的好處。
四、多數幼兒家長表示認同線上學習的缺點。
五、多數幼兒家長對於線上學習對家長親職角色的幫助表示中立態度。
六、多數幼兒家長對於、線上學習對家長造成的成本表示中立態度。
七、不同學歷的家長以及家長陪伴時長不同在線上學習的看法上沒有顯著差異。
八、線上學習缺乏人際互動，且效果有限，不少幼兒家長在疫情結束後並不同意讓
小孩參與線上學習。

This study aims to explore the participation of young children in online learning provided by kindergartens during the COVID-19 pandemic, as well as parents' perspectives on online learning, and the differences in opinions among individual background variables.
The data was collected from 141 parents with 3-6-year-old children by a self-designed questionnaire. They were analyzed using descriptive statistics, Pearson correlation
coefficient, and one-way ANOVA. Based on the data analysis results, the findings of this study were as follows:
1. In the online activities provided by kindergartens, physical activities were the majority, and most were conducted through conference software.
2. Most young children engaged in online learning for no more than four classes a week, with a duration of less than 30 minutes per class. Young children attending private kindergartens engaged in online learning more frequently than those attending non-profit kindergartens.
3. Most parents do not agree with the benefits of online learning.
4. Most parents agree with the disadvantages of online learning.
5. Most parents express a neutral attitude towards the assistance of online learning in their parental role.
6. Most parents express a neutral attitude towards the costs incurred by online learning.
7. There were no significant differences in perspectives towards online learning based on the parents with different educational backgrounds and the duration of parental
accompaniment.
8. Online learning lacks interpersonal interaction and has limited effectiveness, leading many parents of young children to disagree with the idea of their children continuing with online learning after the end of the pandemic.

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