本研究主要探討在網路合作學習環境中，圖/文認知風格、團體效能(信念層面)、線上合作註記行為(行為層面)、示範作用(環境層面)和團體學習表現間之可能相互影響。共有84名(28組)修讀國文閱讀課的國中生參與本研究，並採用「合作線上註記工具」於線上進行合作註記行為。本研究之研究方法採質與量並行。於質化部分，採內容分析法，瞭解學生線上合作註記行為之品質；於量化部分，使用問卷調查法以了解學生之認知風格、團體效能與示範作用。
本研究結果顯示，在以文字註記的電腦合作學習環境中，雖然文字認知風格組和圖像認知風格組的團體效能無顯著差別，但在線上合作註記行為及團體表現則有顯著差異。另外，團體效能對高層次的線上合作註記行為具有顯著的預測力，且線上合作註記行為亦對團體學習表現具有顯著的預測力。此外，研究發現，示範作用對團體效能和整體線上合作註記行為皆具有顯著預測力。最後本研究依據研究結果進行討論，並針對教師的教學及未來後續研究提出相關建議。

The study attempted to investigate the possible reciprocal influences among cognitive style, collective efficacy, collaborative online annotation behaviors, modeling, and group performance in computer-supported collaborative learning environments. Eighty-four junior high students (28 groups) who enrolled in the course of Chinese Reading participated in this study. Both quantitative and qualitative methods were applied for data analysis. The content analysis was used to analyze the students’ collaborative online annotation behaviors, while some quantitative methods were used to analyze the reliability of the questionnaires for students’ cognitive style, collective efficacy, and modeling as well as the relation among the investigated variables.
No difference was found in collective efficacy between groups of imagery and verbal cognitive style, but there were significant differences in collaborative online annotation behaviors, and performance between the groups of these two cognitive styles. In addition, collective efficacy significantly predicted high level of collaborative online behaviors. Collaborative online annotation behaviors also significantly predicted group performance. Moreover, modeling significantly predicted collective efficacy and collaborative online annotation behaviors. Finally, the implications and suggestions for future research were provided.

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