國家教育研究院

　　本研究計畫之目標在探究在線上即時同步討論情境下，我國普通高中學生在進行合作問題解決活動的互動序列，並進一步探討線高低團隊表現之小組在合作問題解決之互動序列上的差異情形。實驗學校的選取擬以北部兩所普通型高中為對象，每個學校選取一個班級，總共兩個班級共約82人進行實驗施測。本研究採用四個序列分析之編碼架構進行資料分析即:合作知識建構、任務協調、社會互動、線上搜尋行為，並採取序列分析、半結構性訪談、分析螢幕錄影資料等方式來分析資料。研究發現，與任務無關的社會互動與網路合作學習歷程的關係密切，進一步分析與比較高低表現組的行為發現，高表現組在線上討論時展現較多高層次合作互動，例如小組可以比較不一致的觀點或意見進而達成共識；在線上搜尋行為上，高表現組在線上搜尋行為上較有技巧與效率，低表現組則展現比較混亂的搜尋行為也似乎比較不專注，例如在撰寫提案與進行討論兩者並未有顯著的關係。依據以上結果，學校與教師應提供更多網路合作學習的經驗或機會，以幫助學生熟悉網路學習活動，以及所需的知能。

　　The present study aims to explore the behavioral patterns of the social knowledge construction process and the online searching behaviors in a collaborative problem solving learning activity for high school students, and further compares the different behavioral patterns of the high- and low-performing teams. A total of 82 high school students from two schools participated. This study applied sequential analysis to analyze the students’ social knowledge construction and online searching behavior from a large amount of screen-recording data. Interestingly, the results indicate that social interaction that is irrelevant to the discussion task is significantly correlated with academic-related discussion content. Reaching a higher cognitive level of social knowledge construction (e.g., reaching agreement or applying newly constructed meaning) contributes to a successful team project. For online searching behavior, the high-performing teams exhibited systematic online searching behavior and concentrated on the task, while the low-performing teams displayed chaotic searching behavior and were distracted from the task at hand, and seemed to rarely propose their searched information or ideas in their discussions. Based on the results, several possible explanations and suggestions are proposed including the need to promote more adaptive motivation and to provide scaffolding for collaborative skills.