本研究旨在探討學習者於「MSCL（Multiple Strategy Collaborative Learning）線上合作學習討論系統」所提供的自由發言、點數發言與輪流發言三種討論情境下的批判思考表現，立意取樣「自然組」與「文史班」二個班級進行六週實驗課程。藉由分析小組對話記錄與評量個人作業單，檢視三種發言模式對於學習者的學習成效之影響，以及經由比較兩個班級的學習成果，瞭解兩個班級的表現差異。同時，透過訪談資料、問卷蒐集等質性分析，深入瞭解學習者的行為特徵對批判思考表現之影響。
對話內容分析與個人作業單評分研究結果顯示：（1）學生在自由發言時表現批判思考行為的次數最高，次高為點數發言，且前兩者皆顯著高於輪流發言；但是從批判思考言論在意義單位之發言句數裡所佔的比例來看，點數發言卻是優於自由發言。（2）學生在點數發言時的學習成效最佳，次之為自由發言，最後是輪流發言，統計考驗結果皆達到顯著（3）從兩班比較來看，積極主動的文史班，自由發言才利於討論，學習成效亦較佳；而較為被動的自然組，點數發言有明顯促進作用。（4）學生的批判思考技巧多半停留於較低層次的認知策略，可見學生於CSCL情境要達到高層次的認知策略確實不易。（5）自由發言週次轉換至點數發言週次時，提供知識與經驗類目次數有明顯下降的趨勢，因點數發言的額度限制使學生不敢隨意浪費發言機會，點數發言額度配給應更加審慎。
質性資料分析結果顯示：學生共同特質包括「缺乏課堂討論經驗」、「特別熱衷於討論身邊的人事物」、「習慣忽略不同意見」，而討論行為則有「以籠統態度解釋意見分歧處」、「抱持自我形象比學業成績重要的態度」、「對自己的觀點不具信心而不敢提出創新想法」。上述因素使得學生不願與同儕交流與互動，進而影響其批判思考表現。將兩班的行為特質比較的結果，最大不同在於：（1）同儕壓力方面，文史班小組皆由積極學生主導所以表現較好；反之自然組大部分由消極學生主導，最後的學習成績表現亦較差。不過，自然組在點數發言實施後有顯著進步。（2）兩班小組在討論時，雖然以類似模式交流意見，文史班小組自始至終保持互相交流意見的態度，反之自然組小組卻是越後期的討論交流方式越簡化，甚至最後僅是為了寫個人作業單而發言。但也可以看出個人作業單確實有督促學生思考討論主題的作用。

The study examined students’ critical thinking performance and interaction with peers in senior high school students’ computer-supported collaborative learning. MSCL (Multiple Strategy Collaborative Learning) system which provided three synchronous discussion patterns (“Free talk”, “Time-token” and “Take-turn”) was adopted. Quasi-experimental and content analysis methods were employed to code and categorize text messages to uncover students’ communication behavior. Collected data included transcripts of the group discussion messages and interview records, and students’ personal working sheets. Two classes of second-grade senior high school students in Taipei City were selected as the participants for this study. One of the classes was social study talented class, and the other is a normal class.
Results showed that the groups in “Time-token” discussion pattern behaved more critical thinking behavior and got better grades on their personal working sheets. The qualitative data indicated that the common characters among the participants were lacking for group discussion experience, being interested in familiar issues, regarding peers’ ideas as similar, tending to ignore others’ different opinions, emphasizing on self-image, being scared of propose creative ideas and so on. The differences between the two classes included that the social study talented class consisted of more active learners so that their peer pressure enhanced the quality of discussion; on the contrary, the other one consisted of more inactive learners, as a result the peer pressure hindered them from enthusiastic discussion. Noteworthily, the latter class improved their discussion qualify and learning outcomes in the discussion pattern of “Time-token.” Finally, the social study talented class paid more attention to exchange opinions, and the other one discussed the issues almost only for the work sheets. However, it could be said that work sheets were functional to foster the students participating and thinking hard.

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