協作學習(Collaborative Learning)被廣為提倡，隨著教學環境轉變，學生間的互動方式也有所不同。MOOCs(Massive Open Online Courses)興起，使得教學環境完全轉變到線上進行。後來衍生出的SPOC(Small private online course)，引入了混成學習(Blended learning)的概念，更是將MOOC平台及實體課堂之優點結合。不過，在此情境下，教師要進行分組學習活動，需要考慮到學習平台上與學生有關的大量資訊，教師面對如此前所未有的工作量將無所適從。因此，本研究探討目前常見之幾種分組方式與分析其優劣，並基於線上討論板之社交關係，提出以互動為主，成績為輔之方式進行分組。除了可以改善傳統分組之缺點，亦可兼顧原有分組方式之優點。此外，本研究以MOOCs中具代表性的edX平台，依其平台之線上討論板格式進行分組系統模組之開發。本研究共進行兩次實驗，分別為上學期及下學期。而研究結果發現，在上學期，相較於自行分組，本研究所提出之分組方法，雖然在分組滿意度上較差，但卻有較佳之學習成效。而下學期雖然後測的結果比上學期差，但實驗組的成績依然高於控制組。期盼本研究之成果可協助教師解決在此情境下的分組難題。;Collaborative Learning (CL) along with the changing of the teaching environment, the way how students interact has also changed. The rise of Massive Open Online Courses (MOOCs) lets the teaching environment turn into online teaching. Deriving from MOOCs, Small Private Online Course (SPOC) incorporates the concept of Blended Learning (BL), which combines the advantage of MOOCs and face-to-face teaching. In this context, implies an enormous amount of consideration of group division factors and information volume when teachers organize groups. In the face of an unprecedented workload size, organizing groups manually is extremely time consuming and difficult for teachers. In this thesis, we make use of the advantages of the conditions of SPOC, retrieving the social network of students on the online discussion board, then the heterogeneous division of groups based on academic results is the supplementary to do grouping. In addition, this thesis makes use of edX, a representative platform of MOOCs, and develops the group division modules based on the format of the online discussion boards of the platform. There are two experiments in this thesis are the first semester, second semester. In the first semester, we compared with the way of grouping by students themselves, the method which brought out by this thesis do a better job in learning performance in spite of the satisfactions is worse. During second semester, the experimental group’s grade still higher than the control group, but the posttest in the second semester is worse than the first semester. We look forward to the results of this thesis can help teachers to solve problems about grouping in this context.
