本研究主要探討大學生在進行集合式資訊搜尋活動中之參與行為、認知投入和搜尋成效。集合式搜尋活動是使用者透過社會性網路書籤的服務以集合分散式的取向進行網路資訊的探索。共有101位大學生參與本次研究，並利用社會性網路書籤服務來進行集合式資訊搜尋活動以尋找和蒐集對於所給予的相關任務合適的網路資源。藉由探討學生在進行個人和公開的集合式資訊搜尋活動中所表現出的行為與認知投入的狀態，本研究也提出並強調參與學習的概念。本研究將透過不同工具和分析方法來探討認識觀信念、認知投入、參與行為和集合式搜尋成效等相關變項。本研究透過問卷工具的發展以量化方式探討學生對於知識的信念。另外，本研究使用內容分析法對於註記和評論的分析來探索學生在集合式搜尋活動中的認知投入。專家和學生同時對於不同任務所收藏的書籤進行分析以瞭解他們對於網路資源品質上的評價。結果顯示出學生和專家的評分結果有顯著相關，但在面對開放式取向的任務時兩者間評分的一致性會減小。
在個人階段的集合式資訊搜尋活動中，研究結果發現學生對於事實取向式的任務表現出較高階的認知投入。此外，對於知識確定性向度持有較高階看法的學生在活動中也表現出較高階的認知投入程度。而階層迴歸分析的結果顯示出學生在個人階段中對於書籤的註記活動可以顯著地預測搜尋成效。而研究結果也顯示了個人對於知識的信念能在處理開放式任務中預測搜尋成效。
在公開階段的集合式資訊搜尋活動中，以集群分析方法分析學生在活動中的個人貢獻的結果顯示出學生的參與模式可分為搭便車者、個人主義者、主動者和批評者。而學生在面對開放式任務時則呈現出較高階的認知投入。再深入地探討認識觀信念、參與模式、認知投入和搜尋成效間的關係，研究結果指出學生在知識確定性和知識辯証過程持有較高階的信念會呈現出較高階的認知投入，而具主動參與模式的學生得到同儕較多的回應，呈現較為高階的認知投入和獲得較佳的搜尋成效。在公開階段的集合式資訊搜尋活動中，階層迴歸分析的結果顯示出學生的認知投入能顯著地預測其搜尋成效，而在處理開放性任務時學生的參與行為則能與認知投入同時預測搜尋成效。
最後，比較學生在個人和公開階段中所呈現的認知投入和獲得的搜尋成效，結果顯示學生在公開階段中呈現了較多且較高階的認知投入並同時在不同的任務中獲得較佳的資料搜尋成果。因此，本研究認為透過參與利用網路書籤所輔助的集合式資訊搜尋活動對於大學生在網路資訊探索的過程中能促使他們運用更多且深的認知投入並獲得具品質的網路資訊來進行網路學習活動。

This study was to investigate the associations among college students’ participatory behaviors, epistemological beliefs, cognitive engagements and searching performance during online collective information searching (CIS) activity. Collective information searching activity represents how users utilize social bookmarking service to exploit the Internet in a collective manner. A group of 101 college students participated in the research procedure, and performed the CIS activity to glean quality online resources for the given searching assignments. Based on different supportive mechanisms, the procedure of the CIS activity was conducted through private stage (focusing on individual work) and public stage (focusing on collective work) in sequence. At both stages, students’ participatory behaviors, cognitive engagement and information searching performance were explored by analyzing log data of bookmark collection, annotation and comment. In addition, students’ epistemological beliefs were assessed by a quantitative instrument for understanding its relations to the CIS activity.
Through comparisons of cognitive engagement and searching performance between private and public stages of the CIS activity, the findings indicated that the students exercised more frequent and advanced cognitive engagements, as well as attained better searching performance of the assignments at public stage than at private stage. Furthermore, the students exhibited different participatory behaviors, levels of cognitive engagements and searching performance when coping with different assignments at different stages. The findings also signified significant associations among epistemological beliefs, participatory behaviors and cognitive engagements at different stages of the CIS activity.
In addition, through cluster analysis of quantitative indicators regarding students’ personal contributions to the CIS activities, at public stage various participatory patterns exhibited by the college students were identified as “hitchhiker,” “individualist,” “active” and “critic” representing one’s investment in exploiting the social bookmarking application to undertake the CIS activity. The findings revealed that the students with more “active” participation in the CIS activity received more peer feedbacks, exhibited higher levels of cognitive engagements and attained better collective searching performance.
The results of stepwise regression analysis further indicated the role of epistemological beliefs, participatory behaviors and cognitive engagements on searching performance of the given assignments at different stages of the CIS activity. Based on the major findings of this study, it could be suggested that participation in the CIS activity is helpful to the practice of cognitive engagements and the collection of quality online resources for learning with the Internet. Further implications of the CIS activity for educational purposes were discussed.

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