本研究目的主要是在探討運用混合式學習方式，結合小組領導促進機制進行線上合作學習任務活動。藉由小組領導者的引導之下，進而培養學生的創造力，問題解決和後設認知的能力表現。本研究為評估實驗的有效性，在台灣北部某所大學共59名不同領域的大學學生進行科學傳播課程的實驗活動，並分為實驗組(6組)採用結合小組領導促進機制的混合式學習模式;而控制組(6組)採用的是傳統混合式學習方式。研究結果顯示，結合小組領導促進機制的混合式學習模式，學生更能夠在團體中發展良好的創造力、問題解決、後設認知和學習成就表現。最後，再進行行為序列分析來進一步探討小組線上互動行為模式，其分析結果發現，經由小組領導進行線上合作學習的互動表現，能夠促進學生討論出更多的創意想法以及評論，最後達成一致性的共識並得出結論，完成小組學習任務。

The present study aims to incorporate a group leadership promotion approach into collaborative learning tasks in the hope of developing students’ creativity, problem-solving, and meta-cognition. In order to evaluate the effectiveness of the proposed approach, we recruited 59 cross-professional students from a university in northern Taiwan, and divided them into an experimental group (6 sub-groups) and a control group (6 sub-groups). The experimental group students learned with the group leadership promotion approach, while the control group learned with conventional blended learning approach. The results show that the students could better develop their creativity, problem-solving, meta-cognition, and learning achievement via the group leadership promotion approach. Lastly, sequential analysis of their behaviors indicated that students’ interaction with group leadership in online collaborative learning can promote many more creative ideas and comments, enhance reaching a consensus and making conclusions, and finally, facilitate completion of the group learning tasks.

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