本研究以「計算機概論」虛擬教室線上學習系統為環境，以紙筆測驗評量樣本在虛擬教室中的學習效果，探討男女樣本及場地獨立／場地依賴不同認知型態之樣本，其學習成效與在五項線上學習歷程指標上之差異性，此五項指標分別是：上網總次數、平均每次閱讀總時數、閱讀總頁數、提問總次數、及線上測驗平均成績。研究結果發現：（1）場地獨立／場地依賴兩組樣本在虛擬教室中的學後測驗成績並無顯著差異，但男女樣本學後測驗成績有顯著差異，男同學的學後測驗成績明顯優於女同學；（2）在五項線上學習歷程指標上，場地獨立／場地依賴兩組樣本只有在閱讀總頁數上有顯著差異，場地依賴型之樣本在虛擬教室中之閱讀總頁數顯著高於場地獨立型態者，男女樣本在五項學習歷程指標上皆無顯著不同。

The major purpose of this study was to examine whether gender and Field Dependent/Field Independent (FD/FI) learning style were the effective variables on students' learning in a virtual classroom. A paper and pencil type of post-test was administered to evaluate subjects' learning outcome. Also five variables were used to record and analyze subject's on-line learning behaviors in this study, namely, on-line frequency, averaged reading hours, total pages of reading, frequency of raising questions, and the average of on-line test scores. Study results indicated that the post-test scores were not significantly different between the FI and FD subjects. However, male subjects performed significantly better than females on the post-test. Referring to the five variables of learning behaviors, only significant difference of the total pages of reading was found between FI and FD subjects. Not any difference was found between males and females of their on-line learning behaviors.