本研究主要探討在網路合作學習環境中，人際智能與團體回饋行為、團體效能及學習成效之影響。共有147名(49組)高職一年級學生參與本研究，並採用Google doc線上文件編輯工具進行團體互動討論及給予團體同儕回饋。本研究之研究方法採質與量並行。質化部分採用內容分析法，了解學習者給予團體回饋之回饋品質；量化部分則是以問卷調查法了解學習者之人際智能與團體效能。
本研究結果顯示，在網路合作學習環境中，高人際智能組的學習者較低人際智能組與混合人際智能組學習者有較高的團體效能，但在團體回饋行為上則無顯著差異；迴歸分析則顯示人際智能對團體回饋行為則有正向預測力。另外，接收較高品質的團體回饋，對學習者的團體效能有負向預測力，其中以低人際智能學習者達顯著；接受回饋品質對學習者的學習成效進步幅度有正向預測力，其中則以低人際智能組及混合人際智能組達顯著預測。此外，研究發現，學習者若有較高的團體效能，學習成效的進步幅度較小。最後本研究依據研究結果進行討論，並針對教師教學及未來後續研究提出相關建議。

The study attempted to investigate the possible reciprocal influence among interpersonal intelligence, group feedback behaviors, collective efficacy, and achievement in computer-supported collaborative learning environments. There were 147 vocational high students (49 groups) enrolled in this study. Students were divided into high interpersonal intelligence groups (N=16), low interpersonal intelligence groups (N=16), and mixed interpersonal intelligence groups (N=17). Both quantitative and qualitative methods were applied for data analysis. The content analysis was used to analyze the quality of group feedbacks, while some quantitative methods were used to analyze the reliability of the questionnaires for student’s interpersonal intelligence and collective efficacy as well as the relation among the investigated variables.
The results indicated that high interpersonal intelligence groups were significant better in collective efficacy than the other two groups, but no difference was found in group feedback behaviors among these three groups. In addition, receiving high quality feedback negatively predicted students’ collective efficacy, but positively predicted the improvement of their learning achievement. Moreover, the results also showed that collective efficacy negatively predicted students’ improvement of learning achievement. Finally, the implication and suggestions for future research were provided.

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