本研究主要探討網路合作學習歷程中，團體信念（團體效能與團體任務價值）對團體合作學習行為（團體凝聚力與認知投入程度）與團體表現之預測力，及團體信念對團體合作學習行為與團體表現之預測力，以及探討團體合作學習行為在團體表現所扮演之角色。
本研究以96位（32組）修習網頁程式設計課程的學生為研究對象，並採用「智慧型線上合作學習平台」進行團體作業討論。本研究乃採用質與量的研究方法並行。在質化方面，採內容分析法，瞭解學生團體討論之認知投入程度；在量化方面，使用問卷調查法瞭解學生之團體效能、團體任務價值與團體凝聚力。
研究結果顯示：(1)團體信念在團體合作行為所扮演的角色：團體效能對團體凝聚力有顯著的預測力。此外，團體效能對團體合作學習行為之認知投入程度並無顯著預測力，但高團體任務價值組在運用知識、理解與應用等認知投入與低團體任務價值組具有中度實際差異。(2)團體信念在團體表現所扮演的角色：團體效能對團體表現有顯著的預測力。(3)團體合作行為對團體表現之預測力：團體凝聚力對團體表現具有顯著預測力，而小組在團體討論過程中，使用應用層次對團體表現也具有顯著的預測力。最後，本研究根據研究結果對教師教學及未來研究提出相關建議。

The purpose of this study was to investigate the predicive capability of collective beliefs (i.e. collective efficacy, collective task value) on collaborative behaviors (i.e. group cohesion, cognitive involvement) and group performance, as well as the role of group collaborative behaviors in group performance in a computer-supported collaborative learning environment
There were 96 students (32 groups) enrolled in “Web Page Programming” who participated in the group discussion using “intelligent collaborative learning system.” Both quantitative and qualitative methods were applied for data analysis. The content analysis was used to analyze the students’ cognitive involvement in group discussion, while some quantative methods were used to analyze or the reliability of the questionnaires for students’ collecitve efficacy, collecitve task value, their predictive capabilities on computer-supported collaborative performance.
The results were summarized in below:
(1)For the role of collective beliefs in computer-supported collaborative learning behaviors: collective efficacy significantly predicated collective cohesion. In addition, collective efficacy did not predict cognitive involvement of group discussion, but there were medium practical significant difference in cognitive involvement between high collective task value groups and low collective task value groups.
(2)For the role of group beliefs in group performance: collective efficacy significantly predicted group performance.
(3)For the predicive capability of computer-supported collaborative learning behaviors on group performance: Group cohesion significantly predicted group performance. In addition, groups showing more “application” cognitive involvement in group discussion also significantly predicted their group performance.
Finally, implications and suggestions for teaching and future research were provided.

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