本研究整合「網路支援合作學習(CSCL)」與「合作策略」之原則，建置三種「發言規則」之「MSCL(Miltiple Strategy Collaborative Learning)」線上討論環境，實地應用於國中輔導課程的小組討論中。本研究立意取樣北縣某國中六個七年級班級，以準實驗研究方式探討「自由發言」、「發言點數」與「輪流發言」討論機制，對學習者「討論參與度」、「合作學習成果」與「滿意度自評」之影響。
經實驗驗證可知，「自由發言組」的學習者，其各次討論裡的「發言句數」顯著高於其他兩種討論機制；而「輪流發言」、「發言點數」機制下的明確發言規則，雖侷限了成員的發言次數，卻可增進學習者討論過程裡的「平均發言字數」。發言規則設置與否雖對成員的合作學習成果無顯著影響；然學習者在有具體發言額度和討論秩序的環境中，對自己和所屬團體表現均給予較高的滿意評價。此外，具體討論機制可增進「高、低網路溝通效能者」的討論參與度和自我滿意度；「女學習者」在明確發言額度與結構化討論秩序的輔助下，其在討論對話記錄裡的「平均發言字數」高於男學習者；「輪流發言」機制裡的女學習者，由於具體發言規則的導引，於團體討論過程裡貢獻較詳細豐富的觀點，在以文字描述的個人作業單表現上，獲得評分者的肯定並顯著優於其他男學習者。本研究於討論課程結束後，利用線上問卷收集使用心得與感受，所得建議可做為MSCL教學應用與系統修正之參考。

This study attempted to enhance the effectiveness of computer-supported collaborative learning by MSCL (Multiple Strategy Collaborative Learning) system, a semi-structured communication interface. The MSCL system contained three synchronous discussion patterns: ”Free-talk”, “Time-token”, and “Take-turn”. The study employed a quasi-experimental method to investigate whether well-defined discussion patterns could promote constructive participation, peer cooperation, and group satisfaction. Six classes of seventh-grade junior high school in Taipei County were selected as the participants for this study. The total number of participants was 201, including 104 males and 97 females.
Multiple dimensional approaches were utilized to analyze interactions and effectiveness of collaborative learning, including t-test, one-way ANOVA, repeated design one-way ANOVA, and content analysis. The results of the study showed that free collaboration didn’t systematically achieve productive learning. Students in “take-turn” discussion pattern contributed more information content than “Free-talk”. Female and novice learners benefitted more in the concrete communication order environment.
Based on the results from this study, some recommendations for the future educational administrations, schools and teachers were suggested. Teachers should respect learners’ individual differences and preferences, and endeavor to design an appropriate CSCL (computer-supported collaborative learning) environment to foster on-line discussion and peer-interaction.

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