本研究主要探討，小組成員在網路合作學習的過程中，其個人知識轉換能力對學習的影響，並進一步分析以學習輔助者介入為實驗處理對討論互動行為的影響。本研究採用實驗研究法之準實驗設計，研究對象為高中一年級修習『計算機概論課程』的學生，共八個班級331位學生每個班級一半為實驗組一半為控制組， 並以學習輔助者介入實驗組作為實驗處理，以班為單位進行異質分組後在研究者所架構的網路平台進行『同步』討論活動，並以系統收集學生的所有討論互動狀況，研究共施行一學期三個單元的網路合作學習活動，在活動初與末分別對所有學生實施知識轉換能力（knowledge conversion abilities）評量，以瞭解實驗前後知識轉換能力之改變。而在討論互動行為，本研究主要以IBIS((Issue-based information system)之九個指標先對小組成員之對話訊息作初步的歸類，再依訊息出現順序歸納學習者的討論互動行為。
研究結果顯示：
（一）實驗前、後『個人』知識轉換能力有顯著差異，且整體知識轉換能力呈下滑趨勢。
（二）不同知識轉換程度者在其參與度與討論類型之表現有所不同，高、中知識轉能力者一般有較高參與度，且在一人主導類型內較易擔任領導者角色。
（三）學習輔助者介入討論活動中對學習者個人之知識轉換能力以及學習成績的表現雖無影響，但學習輔助者的介入卻顯著影響小組參與度
（四）從討論訊息內容分析結果，學習者討論過程鮮少達到高認知層次
（五）在探討小組互動的發展過程，本研究歸納出『協同合作型』、『一人主導型』、『部分討論型』、『無討論型』四個主要的討論類型，而進一步深入比較發現四種討論類型相對應之成績表現並無顯著差異，然而有學習輔助者的介入，可以幫助學生以協同合作的方式完成討論任務。
（六）本研究亦發現學習者在網路合作學習討論的過程中出現溝通困難、資料搜尋、資料整合、搭便車者、題目理解等之學習困難。
（七）檢視整體研究過程，發現學習者趨向於以團隊合作方式完成學習
最後，本研究也建議教學者在課堂分組討論或實作時，應提供學生適當的認知鷹架環境，以促進學生的概念學習與知識建構。

This study explored the role of individual’s knowledge conversion ability on learning performance in network-based collaborative learning environments.
Furthermore, it also analyzed the influence of the use of a moderator on the discussion interaction on such environments. This study was conducted with a quasi-experimental research design. 331 senior high students from eight classes were selected to join this study. Half of the students in each class were assigned to the experimental group, and the others were assigned to the control group. And the moderator was processed in the experimental group.
The students’ discussion activities were fully recorded by the networked learning system. The research treatment was conducted for a semester (three instructional units). Students’ knowledge conversion abilities were assessed by a knowledge conversion ability questionnaire both before the treatment and after it. In exploring students’ discussion interaction behaviors, this study used the nine indicators of Issue-Based Information System(IBIS) to categorize student discussion information, and then analyze their interaction patterns by the information.
The research findings were as follows:
1.There were significant differences in individual’s knowledge conversion abilities, and it appeared to be declining after the treatment.
2. There were significant differences on participation rate and the interaction pattern among students with different levels of knowledge conversion abilities. In general, students with high or middle level of knowledge conversion abilities had higher participation rate than those of low level, and they were likely the leaders in the interaction groups of centralized knowledge exchange.
3. The results suggested that the existence of the moderator could help to enhance the online participation rate, but it was not very effective for facilitating the knowledge conversion ability and academic performance.
4. Also, according to the content analysis of student online discussion, few students achieved higher level of cognition.
5. The exploration of group interaction revealed four major discussion types, such as “distributive knowledge exchange” “centralized knowledge exchange” “partial knowledge exchange” and “none knowledge exchange”. However, there was no significant difference among the discussion types in their academic performance. However, the existence of moderator helped students to become “distributive knowledge exchange” teams.
6. The study also found several learning difficulties in online discussion such as communication difficulty, information searching, information integration, free rider, difficulty in understanding the learning task and so on.
7. The students tended to accomplish learning task through team cooperation along the implementation of online discussion.
This study finally suggested that instructors should pay more attention to provide students with appropriate scaffolds to promote students’ conceptual learning and knowledge construction.

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