隨著行動科技與無線通訊技術的發展與普及，學生除了可以在真實環境中進行學習外，更可從真實環境中並同時獲得與學習內容相關的數位學習資源。許多研究人員與教育者認為「真實學習活動」是一種很有前途的方式，可協助學生連結課堂的知識與現實世界的學習經驗，幫助學生學習解決真實世界的問題。
另一方面，過去有研究指出，如果沒有適當的學習策略或工具提供導引或協助，行動學習的學習效果往往不如預期的好。因此，本研究嘗試結合擬題學習策略，開發一套合作擬題行動學習系統。學習活動實施於台灣南部某小學鄉土文化課程，並進行評估合作擬題策略之同儕合作行動學習模式的有效性。本研究將參與活動的學生分為實驗組A、實驗組B與控制組；實驗組A進行基於合作擬題策略之同儕行動學習模式，實驗組B進行同儕合作行動學習模式，控制組進行傳統戶外同儕合作學習模式。實驗結果表明，基於合作擬題策略之同儕行動學習模式，不僅可提高學習者的學習成就，以也可提高學生的鄉土文化認同。

With the help of mobile and wireless communication technologies, students can be situated in a real-world scenario associated with the learning content. Such an approach has been recognized by researchers as being a promising way of assisting students in linking their prior knowledge learned from the textbooks to their real-world experiences. On the other hand, researchers have also indicated that the effectiveness of such a learning approach might not be as good as expected if no proper learning strategy or tool is provided to guide or support the students during the learning process. In this study, a problem-posing strategy is proposed for supporting collaborative mobile learning activities. Accordingly, a mobile learning environment has been developed, and an experiment on a local culture course has been conducted in southern Taiwan to evaluate the effectiveness of the proposed approach. The experimental results show that the new approach not only improves the students’ learning achievement , but also their local culture identity.

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