本研究目的在探討學習鷹架運用在合作知識建構（knowledge building）中，對知識建構內涵的影響，以及電腦輔助合作知識建構活動對學習成效和學習態度的影響。運用Group Scribbles電腦輔助合作學習平台來進行快速合作知識建構學習活動。研究方法採準實驗設計法，研究對象為新竹市某大學二年級學生，分為實驗組24人與對照組25人，共49位學生，實驗組給予學習鷹架協助快速知識建構；對照組則無使用鷹架。討論主題為網路概論課程中資訊安全單元。學習活動以小組進行，分為發問、回答、建議與補充三階段。發問階段運用概念鷹架，回答、建議與補充運用後設認知鷹架。學習活動進行實行前、後測，活動後填寫「學習回饋問卷」作為資料的收集。研究結果發現：（1）此電腦輔助快速合作知識建構的活動有助於學習成效的提升，但鷹架的採用與否在本研究中對於學習成效並無明顯的差異；（2）此電腦輔助快速合作知識建構的活動學習者覺得討論方式很有趣，當面對困難的問題時同學亦會互相幫助；（3）實驗組所提的問題較有架構、分散至主題的細部，蒐集資料較為豐富，並會進一步搜尋資料。對照組所提的問題則會繞著主題、較無結構性，回答較直覺、隨興，易將建議作成評論而無進一步思考或進行資料的補充。

The purpose of this research was to investigate the effects of contents on collaborative knowledge building activities by scaffording. And computer suppoorted collaborative knowledge building activity effected to learning performance and attitude.We held rapid knowledge building activities for studying information security on Group Scribbles.We adopted the standard method by chosing 49 students on second grade in the university in Hsinchu city.Seperated them into two groups.Experimental group was 24 persons and control group was 25 persons.The experiment group studied by scaffolding but the other did not.The topic was the information security chapter of internet concept course.Studying activities went through by 3 steps: team brainstorming questions, answering questions and suggestion.Rapid knowledge building in braindstorming questions step used conceptual scaffolding. Answering questions and suggestion steps used metacognitive scaffolding.Pretest and posttest were taken,data collection was by filling learning feedback questionnaire after the activities.The findings were as follows:(1)This activity helped to enhance the effectiveness of learning,but the use of scaffolding or not in this study for no apparent differences (2)This activity made students feel more interesting by discussion,and classmates’ help was more important when faced with difficult problems. (3) Experimental group’s questions were structural,data collection was richer,and further information was collected. Issues raised in the control group were around the theme ,less structural answers,instinct and casual.Suggestions they made became to comment without futher consideration or additional complement.

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