以協同學習與知識分享爲基礎之相關研究，大多是以公民營企業組織爲主要的探討對象，較少從技職體系學生的心理層面來研究。由師徒間認知差異對知識創造績效的研究結果顯示，認知型態的不同，確實對知識移轉與分享產生顯著的影響。此外，互動式學習平台是網路教學重要的關鍵，所以課程的教學設計，著實會影響著學生進行協同學習的意願。因此，基於這樣的背景，本文主要是以南部某科技大學之網路課程教學環境爲觀察個案，探討個案學校之網路課程教學在非同步網路教學架構下，協同討論及學生的認知型態等因素對於學生同儕間知識分享與學習的交互影響關係。

Most of research on collaborative learning and knowledge sharing has been applied on enterprises instead of technical universities. The cognitive style difference between teachers and students results in different efficiency of knowledge creation. Furthermore, the different patterns of cognition also influence on knowledge transfer and sharing. In addition, the learning management systems (LMS) are the most important facility for E-learning and the instructive strategies effect on the motivation of collaborative learning. Therefore, the innovative web-based contents design will let students acquire a good knowledge effectively. In this paper, the authors study on key factors that will have cross-influence on knowledge sharing and learning of collaborative discussion, different patterns of cognitive style and contents design of E-learning courses with asynchronous teaching and learning for a technical university.