本研究探討使用「不同的發言機制」於問題本位學習課程中，對大學生「問題解決歷程」及「學習成效」之影響。研究對象為台北市某大學37位教育學程生，包含22位男性與15位女性。學習者經批判思考意向量表進行異質性分組後，分別使用「輪流發言」、「點數發言」、「自由發言」、「由同儕領導的自由發言」四種合作學習策略進行五週討論，最後研究者共整理出3769筆訊息分析單位，並使用對話內容分析，搭配問卷調查以及質性訪談蒐集資料。研究結果發現：「輪流發言」能平均發言機會，且在明確的發言規則下，可增進學習者討論過程裡的平均發言字數，使學習者完整地表達個人意見，且較少出現非認知表現的對話內容；「點數發言」則能促進學習者謹慎思考、提高討論效率高；「自由發言」與「由同儕領導的自由發言」皆因為互動自由，討論時較容易達成共識。至於學習成效，「由同儕領導的自由發言」的組別與使用「點數發言」的同學，則有較好的學習表現。然而，學習者不管在課堂同步討論還是課後非同步討論，認知表現皆以分享個人經驗、相關資料為主，但大部分的學習者都傾向能及時獲得回饋的同步討論方式，因此課後非同步討論較不熱絡。

This study attempted to examine the effects of discussion rules on students’ problem solving process and learning performance in CSCL environment. The participants consist of 37 students from a university in Taiwan, including 22 males and 15 females. They took a general educational course offered by the secondary teacher education program. Students were divided into eight groups with four different discussion rules based on the critical thinking questionnaire heterogeneously. The discussion rules contain take-turn, time-token, free-talk and peer-tutor. The researcher finally obtained 3769 messages from students’ dialogues. Content analysis, questionnaire and interview were employed to analyze learners’ cognitive performance and opinions of different discussion rules.
It was found that groups with take-turn could equally split speaking opportunities and could express their ideas completely with less non-cognitive contents; groups with time-token think more carefully and discuss more effectively ; groups with free-talk and peer-tutor made consensuses easily since learners could interact with others freely. The result also showed that groups with peer-tutor and time-token had better performances. However, not only in the synchronous environment but also in the asynchronous environment, students’ cognitive performances mainly focused on personal experience and relevant information. In addition, most learners preferred synchronous environment in that they could get feedback immediately. As to the asynchronous environment, students didn’t interact with others so often.

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