本研究以突破傳統芭蕾主修課程型式使用混合式數位學習模式為目的，深入探討舞蹈系學生對此教學模式的接受度、滿意度與教學平台使用頻率的相關性以及此教學模式應用的可行性。本研究對象為大學舞蹈系芭蕾舞主修學生共31名，採用質性與量化進行研究。學生於教學實驗前接受團體焦點訪談，綜合訪談結果發展混合式數位學習模式，而後進行十一週教學實驗，學生同時接受傳統課堂教學與網路自學課程後，填寫接受度、滿意度及芭蕾舞混合式數位學習後省思問卷，研究結果如下：
一、針對訪談結果進行質的分析，歸納出學生建議術科課程的教學平台應具備相關知識與資訊、影音資源、互動空間。
二、高、低接受度與滿意度問卷得分在教學平台使用頻率進行卡方檢定（chisquare-test），研究結果均無顯著差異，可知學生在授課教師的要求下，不論接受度及滿意度高、低與否仍會依照教師之要求，配合參與上網學習。
三、芭蕾舞混合式數位學習後省思問卷進行質的分析與百分比統計，結果顯示此模式應用於芭蕾主修課程可行性很高；學生期末成績與教學平台使用頻率進行皮爾森相關分析法（Pearson Correlation），結果顯示學生的分數與上線使用教學平台次數為中度相關，學生成績越高上線次數越多。

　　In order to reform the traditional ballet course, the paper probes into dance-major students’ acceptation and satisfaction of mixed digital learning mode, the correlation of teaching platform use frequency, as well as the practicability of implementing the mode. The paper adopts qualitative and quantitative research method with 31 Ballet-major college students as the sample. Mixed digital learning mode is developed according to the results of focus group interview given to students. An eleven-week teaching experiment is carried out at the same time students take not only traditional courses but internet self-learning course. Based on questionnaires of acceptation, satisfaction, and review on mixed digital ballet learning courses filled by students, the following results are concluded.
1. The qualitative analysis on results of interview concludes that students suggest the learning platform of technical subjects should include related knowledge and information, video and audio resources as well as opportunity for interaction.
2. Both level of acceptation and level of satisfaction have no significant difference on learning platform use frequency based on Chi-square test, which means however level of acceptation and level of satisfaction are, students are willing to use internet learning under teachers' requests.
3. The qualitative and percentage analysis of review on mixed digital ballet learning course show the practicability of implementing this mode is high. Pearson's correlation coefficient of students' final credits with their learning platform use frequency presents to be middle, which means the higher credits students get, the more times they get on the platform.