本文是以大學文學課程之教師為行動研究者，採用文件分析法與調查法來探討大學文學閱讀教學的新型態；並以線上讀書會之網路學習為觀察焦點，嘗試發現在教學現場中，所觀察到的學生學習型態、小組互動、以及教師角色功能等等之學習行為與成效。觀察者為擔任大學「華語文學與思想」課程的教師，也是行動研究的執行者，負責兩班的教學活動，兩班都採用線上讀書會教學。而有關文學閱讀之觀察的重點，分為三個方向，一為認知部份，包含：學生的思考、分析、統整與撰寫歷程；二為情意部份，包含：學生興趣、師生互動與組員互動；三為技能部份，包含：運用網路學習、運用學習資源平台之技能。整個線上讀書會的學習成效部分，基本上使用線上討論所紀錄留存的文件來深入分析，並採簡易的訪問調查法來參酌補充。總而言之，本計劃乃藉由閱讀與科技的結合，以探討網路學習管理如何影響大學文學閱讀的學習型態。線上讀書會是因應時代科技的改變的一種新選擇，也是新的文學教學策略，它的優劣很難定奪，卻能藉由本研究的發現，給予較多元的思考與效能檢視，其對於提昇大學生的學習能力而言，有其時代性與教育性的意義。

Online reading is a new choice to adapt to the change of science and technology of the era. It is also a new strategy for literature teaching. With university teachers of literature courses as action researchers, this paper explores the learning effectiveness of network learning of the online reading club by adopting methods of document analysis and investigation. Analytic key points of teaching effectiveness are divided into three directions: (1) Recognition: students' thinking, analysis, integration and history of writing; (2) Sentiment: interest, teacher-student interaction and interaction among members; and (3) Skills: applications of network learning and the learning resource platform. This paper analyzes the documents recorded and kept in the virtual classroom, referring to some simple interview investigations. In the respect of recognition, although the online reading club can't effectively accomplish thinking and expressing abilities of literature reading, it is helpful to students' integrating ability and learning efficiency; In the respect of sentiment, students are not able to focus their mind, the teacher-student emotional interaction is not easy to maintain, and the cohesion among club members is more difficult to reach than face-to-face teaching; In the respect of skills, students think this is the most creative teaching. In short, the online reading club has contemporary and educational meanings as far as enhancing students' learning ability is concerned.