為了探究與比較兩岸國民小學學生在互聯網中學習行為的差異，本研究採用實證研究法，首先設計了一個具有主題探索學習、跨校合作學習與虛擬學習社群應用等特質的網路合作學習活動，然後邀請兩岸的國民小學學童參與這項學習活動，結果共有189位兩岸的國小學童參與了這項歷時四個月的網路合作學習活動。 本研究接著應用學習分析的概念，將學生的學習歷程紀錄進行分析。分析內容包括上網次數與時間、上網時段與地點、討論區人際互動與同儕評量等四大類量化資料。在進行學習分析時，本研究除主要以行為次數進行探討之外，另根據網路學習行為模式的理論架構，進行兩岸學童的網路學習行為之質性與量化的比較與討論。研究結果顯示，臺灣小學生有較佳的網路合作學習行為，但實證數據資料同時指出了當前兩岸國民小學在信息化與現代化上的一些問題。為了提升學習量化的分析品質，本研究也指出了研究方法上應強化的方向。

The study implements a networked collaborative learning program featuring PBL, inter-schools collaborative learning, and virtual learning community of practices with the purposes of investigating and comparing differences on networked learning behaviors among elementary school students in China and Taiwan. The duration of the learning program is four months. There are 189 students from both regions participate in the program. The learning analytics is incorporated to analyze the recorded learning portfolios of students. Data retrieved from learning portfolios are composed of four categories, which are frequencies and times of online, timeframes and locations of online, interpersonal interaction in discussion board, and peer evaluation. Although the learning analytics is based on behavioral frequencies primarily in the study, a framework of the networked learning behaviors is also utilized to explore differences of performance among students in China and Taiwan both qualitatively and quantitatively. Results of the study reveal that elementary school students of Taiwan perform better networked learning behaviors than do those of their counterparts. Whereas, the quantitative data of the study also imply that schools in both regions all fail to upscale their practices in schooling to meet the needs of digital age. As to improving the quality of learning analytics, the study suggests several directions pertaining to the research methodologies at the end of the paper.