本研究試圖發展一適切的互動分析，並透過理論模型與概念架構來協助檢驗一個高等教育班級在應用Facebook進行合作知識創造之過程和成果。雖然先前的研究已經檢驗了應用Facebook於教室中的效果並且發現矛盾的發現，對於檢驗學生在應用Facebook進行線上討論的互動和參與仍然僅給予有限的關注。此外，合作知識創造仍是個黑盒子，需要探索如何、何時、為何以及透過什麼(過程和互動模式)而能在有限的教育環境資源下發生。我整合建構式學習和社會資本理論，並提供一個新方式來探勘黑盒子，研究假設學生若是核心的且擅長連結不同網絡，比那些網絡邊緣或處在重複人群中的學生，來得有更多資源和知識來源以進行合作知識創造。
合作知識創造成果在本研究中指涉增值的加工品、應用程式及模型，透過真實的討論和互動學習過程中，如: 知識分享、知識分辨、知識建構、和知識創造或促進，能展現學生的概念和行為。為了橋接理論和實務，本個案研究探索一個創意專案課程中，個人的網絡位置和認知參與在應用Facebook討論以完成合作知識創造中的角色。資料蒐集和分析包含了兩周的Facebook互動訊息的記錄、互動訊息的內容分析和社會網絡分析、量化資料分析及訪談，以混合方法設計及三角驗證途徑結合多種資料來源來增強資料和推論的有效性。結果反應了在概念架構中所闡明的─合作知識創造中能區別的過程和行為，並呈現了理論模型中的合作知識創造過程與成果之潛在指標。結果也確認了當學習者學著要創造知識，他們學習如何建立關係網絡，然而多堅持不懈則決定了最終他們能多具建構性和創造性。本論文透過提出理論模型和架構來貢獻於理論和實務，目的在協助教師和研究者提供鷹架以幫助學生在Facebook進行互動討論，並且在一個學習環境中透過鼓勵學生建立網絡和持續努力來支持合作知識創造。發現也被用以發展教育的意涵，給對於結合此模型和架構於課堂中有興趣的實踐者參考。

This study attempts to develop an appropriate interaction analysis with a theoretical model and a conceptual framework that assist in examining the collaborative knowledge creation performances and processes facilitated by a class Facebook in higher education. Although previous studies have investigated the effects of incorporating Facebook in classroom and found contradictory findings, limited attention has been paid to examining learners' interaction and engagement in online discussions using Facebook. Moreover, a black box regarding collaborative knowledge creation calls for exploration about how, when, why and through what (processes and interaction patters) it is taking place under limited resource in Education. To make the black box transparent, I integrated constructivist learning and social capital theory attempting to provide a promising new way of looking inside the black box, assuming that the students who are both central and good at bridging disconnected networks have more resources and knowledge sources for collaborative knowledge creation than those who are periphery and surrounded by overlapping group of people.
Collaborative knowledge creation performances in this study refer to artifact, application, and/or model with added value that demonstrate student ideas and behaviors through the real dialogic and interactive learning processes: knowledge sharing, differentiation, construction, and creation or advancement. To bridge the gap between theory and practice, this case study investigated the roles of network positions and cognitive engagement in collaborative knowledge creation performances of individuals who used Facebook to discuss in a course of creative project. Data collection and analyses included the transcripts of the Facebook interactive messages from two weeks, content analysis and social network analysis of interactive messages, quantitative data analysis, and interviews, following a triangulation mixed method design to enhance the validity of the data and inference.
Results reflected distinct processes and behaviors in collaborative knowledge creation, illustrated in the conceptual framework, and indicated possible indicators of collaborative knowledge creation process and product performances in the theoretical model. Results also confirmed that when learners learn to create knowledge, they are learning to networking, but it is how persistent they are that decide how constructive and creative they can become. The dissertation contributed to theory and practice by proposing the theoretical model and the framework that aim to foster educators and researchers in scaffolding student interactive discussions with Facebook, and supporting collaborative knowledge creation in a learning environment through encouraging student bridging networks and putting persistent effort. Findings were also used to develop educational implications for practitioners interested in incorporating such model and framework in their courses.

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