研究問題與目的－知識建構論主要分析學習者在學習過程中，如何參與學習過程，以及對議題的瞭解程度。本研究主要藉由觀察討論的過程，發掘出成員如何建構知識，以探討學習者在討論互動過程中的行為模式。研究方法－為了分析討論過程中所共同建構產出的知識，與比較學習者對於學習內容的認知與瞭解程度，本研究利用概念圖與內容分析方法，評量學習者的學習質。研究發現－首先，研究結果顯示大部份的學習者在網路群組學習環境下，採用「階層」及「關係」等縱向聯結的思考模式，較少有發揮聯想力的「舉例」及橫向聯結「交叉聯結」的思考模式。因此，建議教學者在授課時，除了維持學習者對於議題的「階層」及「關係」的討論技巧，需要更進一步鼓勵學習者發展或練習使用概念關係聯結與舉例的技巧。其次，學習者在網路群組的學習過程中，討論活動主要出現在知識建構第一階段的資訊分享或比較，較少有第四階段的共識測試或修改。研究價值－本研究說明了，以概念圖作為觀察網路學習者知識建構的過程，是極為重要的研究工具。再者，從豐富的觀察資料得知，實際應用於網路群組互動學習上的知識建構活動中，缺乏知識的驗證與運用。這說明了，網路群組學習的方式並沒有促進學習者投入知識建構的過程。這個現象，對於日後研究如何提升網路學習者之學習成效，將是關鍵的問題。

Purpose-Through observation of learners' involvement and knowledge presentation in the virtual context, this study examines and clarifies the knowledge construction process in cumputer supported collaborative learning (CSCL). Design/methodology/approach-Analyzing discussions among learners in the virtual context, the study describes the knowledge construction process and investigates the learning models used in the interaction process. A concept map and content analysis approach is adopted to analyze the knowledge construction and interactive learning processes as well as to measure learning performance. Findings-Our first finding is that most virtual learners adopt a ＂hierarchies＂ and ＂relationships＂ mode to link relevant knowledge, and seldom use ＂cross-links＂ and ＂examples＂ to construct their knowledge. In light of this finding, the study advises that instructors should allow learners to continue to utilize the ＂hierarchies＂ and ＂relationships＂ ode and at the same time, encourage learners to adopt the ＂Cross-links＂ and ＂examples＂ learning mode. Secondly, our data reveals that a considerable number of learning activities in the virtual space consist of information sharing and comparison. Originality/value-This paper provides a concept mapping technology as a valuable tool to observe the knowledge construction process in the virtual context. Our data also shows only few learning activities involve knowledge verification or manipulation, indicating that CSCL may not help learners to engage in the learning or knowledge construction processes.