此研究探討團隊集體效能及翻轉學習的角色，檢視在專題導向的同步線上合作工程學課程中，此兩種變項分別對學生團隊合作能力與滿意度之關係、及創造思維傾向與認知負荷間之關係的影響，並探究在這兩種關係中是否存有中介效應或調節效應。本研究以菲律賓宿霧的某科技大學為對象，對長達12週的線上課程進行問卷調查，取得38組（152位工程學系大學生）調查數據。研究應用多層次階級線性模式的假說測試，分兩部分檢視此研究各變項之間的關係。在個人層次（層次1）上檢視學生團隊合作能力、創造思維傾向、滿意度及認知負荷；在團體層次（層次2）上則檢視集體效能及翻轉學習之效用。在研究第一部分中，數據顯示團隊合作能力與滿意度有高度正相關，集體效能與滿意度亦同。在團體層次上，翻轉學習及集體效能影響了團隊合作能力與滿意度的關係；相較於表現低集體效能及採用傳統學習的學生，有高集體效能及採用線上翻轉學習的學生群體顯現出更明顯的正向關係。而研究的第二部分顯示，創造思維傾向和認知負荷有高度負相關。於團體層次，數據亦顯示集體效能與認知負荷存在高度負相關，且在創造思維傾向與認知負荷間有中介作用。這表示具有較高創造思維傾向的學生會以更能變通且有效率的認知方式完成任務，因此有較低的認知負荷。此外，翻轉學習調節了團隊集體效能的中介效應；翻轉學習的學生比起傳統學習者，表現了更高的集體效能。此研究的結果與討論顯示，教師及課程設計者應採用以學習者為中心的教學策略，如翻轉學習，並鼓勵學生間的團隊合作，依此建構挑戰性與技能運用均衡的學習活動。在同步線上翻轉學習的環境下，此方法可以強化集體效能及創造思維傾向、提升滿意度並降低認知負荷。

This study explored the roles of flipped instruction and group collective efficacy in shaping the connection between students' teamwork competency and satisfaction, and between creative-thinking tendency and cognitive load in a synchronous online collaborative project-based engineering course. It probed the possibility of mediation or moderation effects in respective relationships. Data was gathered from 38 groups (comprising 152 students majoring in electrical engineering) at a science and technology university in Cebu City, the Philippines, via questionnaires administered throughout a 12-week synchronous online course. This research employed a cross-level hierarchical linear modeling (HLM) test of hypotheses, conducted in a two-tiered analysis to reveal the crucial and significant relationships between the variables in question. Students' teamwork competency, creative-thinking tendency, satisfaction, and cognitive load were held at the individual level (Level 1). Conversely, the impacts of collective efficacy and flipped learning were both pinned at the team level (Level 2). In Part A, teamwork competency exhibited a significant positive relation with satisfaction. Likewise, collective efficacy demonstrated a significant relationship with satisfaction. At the group level, flipped learning and collective efficacy moderated the teamwork competency and satisfaction relationship. Students in groups characterized by high collective efficacy and online flipped learning showcased a more robust correlation compared to their counterparts in conventional online tuition with low efficacy. In Part B, the creative-thinking tendency yielded an insignificant negative relationship with cognitive load. At the team level, collective efficacy resulted in a significant inverse relationship with cognitive load and mediated the relation between creative-thinking tendency and cognitive load. It implies that students with a higher tendency for creative thinking may approach tasks with a more adaptable and efficient cognitive style, resulting in a lower cognitive load. Further, flipped learning moderated the mediation effect of team collective efficacy. Groups in online flipped classes had higher collective efficacy than those in conventional online classes. The findings and discussion indicate that educators or instructional designers should adopt learner-centered strategies like flipped learning, encourage student collaboration, and structure the learning activities to cultivate a balance between challenge and skills. That could augment collective efficacy or creative-thinking tendency, boost satisfaction, and reduce cognitive load in synchronous online learning settings.

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