遠距教學是以現有傳播媒體科技打破時空阻隔，與過去傳統教學有著相當大差異的新型態學習方式。許多遠距教學的研究顯示學生在缺乏同伴支援與例行性出席過程之下，而容易使學生陷於孤立的學習窘境。因此，本研究目的想藉由合作學習、社會認知以及目標設定等理論為基礎，在非同步遠距教學環境中找出一個適合有效學習的分組方式，以增進學生間良好的互動關係和學習表現，期望能做為未來網路合作學習教學活動設計及網路教學環境規劃的參考。本研究是以中山網路大學為平台來進行網路教學環境上合作學習的實驗，並採問卷分析和實地觀察的研究方法，來探討分別在智力和決策任務類型下，不同認知型態群組對合作學習過程和成效之影響。本研究結果發現智力和決策任務類型的不同，群組在使用「群組聊天室」的討論工具時有顯著差異；另外，不論在智力或決策任務類型下，屬於場地獨立和場地依賴混合的異質性群組，其在合作學習過程和成效上，大致較同質性群組佳；而各群組在合作學習過程中的認知因素，皆會顯著的影響合作學習成效上的群組滿意度。

Many distance education researches have pointed out that students are often forced to study in isolation due to the lack of support from mates and regular attendance. Thus, the objective of this research is to find effective group composition methods to increase the interaction among students in asynchronous distance education using the theories of cooperative learning, group dynamics and social cognitive theory as foundations. The outcome can be a reference for the design of network cooperative learning activity and web-based instructional system in the future. This study is conducted in NSYSU Cyber University using surveys and observations to investigate the influence of cognitive style on cooperative learning when different types of tasks are assigned. This research concludes that the choices of discussion tools in the chat room are different under intellective and decision-making tasks. Moreover, regardless of the task types, the heterogeneous groups outperform the homogeneous group during the cooperative learning process. Finally, the cognitive style is significantly related to group satisfaction in a cooperative learning environment

第一章 緒論……………………………………………………………………...1
第一節 研究背景與動機…………………………………………………...1
第二節 研究目的…………………………………………………………...5
第三節 研究方法和流程…………………………………………………...6
第四節 論文架構…………………………………………………………...8
第二章 文獻探討………………………………………………………………...9
第一節 遠距教育…………………………………………………………...9
第二節 合作學習理論…………………………………………………….16
第三節 網路上群組合作學習…………………………………………….21
第四節 群組合作學習過程……………………………………………….30
第五節 研究架構之緣由………………………………………………….36
第三章 研究架構與方法……………………………………………………….38
第一節 研究架構………………………………………………………….38
第二節 變數定義和操作化……………………………………………….40
第三節 研究假說………………………………………………………….43
第四節 研究對象………………………………………………………….47
第五節 研究設計………………………………………………………….48
一． 實驗設計…………………………………………………………..48
二． 分組方式…………………………………………………………..48
三． 群組任務…………………………………………………………..49
四． 實驗平台…………………………………………………………..50
五． 問卷設計…………………………………………………………..51
六． 實驗程序和資料收集……………………………………………..53
七． 資料分析步驟……………………………………………………..55
第四章 資料分析……………………………………………………………….57
第一節 研究對象之基本資料描述……………………………………….57
第二節 問卷信度和效度分析…………………………………………….60
第三節 研究假說之檢定………………………………………………….63
第四節 期末合作學習意見調查問卷結果……………………………….77
第五節 綜合研究假說結果說明………………………………………….80
第五章 結論與建議…………………………………………………………….85
第一節 結論與建議……………………………………………………….85
第二節 研究限制………………………………………………………….87
第三節 未來研究方向…………………………………………………….87
參考文獻……………………………………………………………………………89
一．中文部份…………………………………………………………………89
二．英文部份…………………………………………………………………90
附錄一 作業內容…………………………………………………………………..98
附錄二 中山網路大學系統簡介…………………………………………………..111
附錄三 問卷內容…………………………………………………………………..115
附錄四 群組績效表現評分內容…………………………………………………..124

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