值此數位時代，學術研究倫理議題越發值得關注。現行的學術研究倫理培訓課程常以講述式教學的講座、工作坊行之，並以單次測驗評估研習人員的學習成效。為增進學術研究倫理的學習成效，本研究針對初入研究殿堂的博、碩士學生，以問題導向學習模式規劃學術研究倫理的課程，並利用臺灣學術倫理教育資源中心的線上資源，設計問題情境討論單，進行分組討論，以及由學生自選時事案例，改編為多媒體短片，於期末進行公開的成果發表與觀眾評量；課程結束後，學生自評自我導向學習傾向和後設認知意識。並在課程結束後兩個月時，以質性訪談深入了解學生的修課感受與課程回饋。本課程的實徵研究成果，可望能提供相關的問題導向學習以及學術研究倫理培訓、課程之模式參考。

In the digital era, the issues of academic research ethics are getting more concerned. Traditional trainings to improve academic research ethic awareness are administered by didactic lectures and workshops, and learning outcomes are evaluated by single objective tests. To promote learning and attainment, the course academic research ethics was designed in the framework of problem-based learning (PBL) for beginning graduate students. The online resources of the Center for Taiwan Academic Research Ethics Education was required of students to follow suggested series of courses, and to pass online examination for certification. Ill-structured problems were scripted for group discussion in-class, and students selected misconduct cases to make multimedia short films for storytelling their comprehension of the cases, and then to exhibit for public review. In the end of the course, students self-evaluated their self-directed learning readiness and metacognitive awareness, and were interviewed for their course feedback and appreciation two months later. It is expected that the empirical results of the study can provide PBL implementations and suggestions to enhance future applications of PBL course designs and trainings for academic research ethics.

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