本研究旨在探討高中學生於線上共創學習中的低互動、低參與問題，並依據其可能成因選用學生輔導員與解釋模型（SFAE）重新設計教學活動，以此觀察高中學生於此教學活動中的歷程及表現。線上共創學習為高中多元選修及加深加廣課程之主要學習模式之一，其能配合電子化學習歷程並透過小組合作加強學生在學習過程中的知識獲取來源與歷程，並具備實體與線上兩種模式的轉換彈性。本研究採取行動研究法，研究對象為台北市高中多元選修班級中的27位高一學生，共進行五週之教學活動。
本研究之研究目的有四：探究線上共創學習所遭遇的低互動與低參與問題下，使用SFAE模型後，高中學生在線上共創的學習參與變化、對於高中學生自我效能以及自我調節的影響、使用SFAE模型在現場教學中遭遇的問題、以及現場老師在整個教學歷程當中的成長。
研究以質性資料進行比對分析，並輔以量化資料得出以下結論：
1. SFAE模型運用在線上共創學習中促進了小組內的交流活動，正面積極影響線上學習參與；
2. 自我效能與自我調節學習之間產生明顯關聯，對線上學習參與產生正面影響；
3. 線上共創學習中置入SFAE需要考量課程類型來對分工方式進行設計。

This study aims to explore issues of low interaction and participation among high school students in online collaborative learning. Based on possible causes, the study employs the Student Facilitator and Explaining (SFAE) model to redesign the teaching activities according to the possible causes, so as to observe the teaching activities of high school student’s learning history and performance. Online collaborative learning is one of the primary learning models in high school elective and enrichment courses. It accommodates electronic learning processes and enhances students' knowledge acquisition and processes through group cooperation, with the flexibility to switch between physical and online modes. The study adopts an action research approach, involving 27 first-year high school students from Taipei's diverse elective classes, and conducts five weeks of instructional activities.
This research has four main objectives: to investigate changes in high school students' online collaboration participation after using the SFAE model to address low interaction and participation issues; to examine the impact on students' self-efficacy and self-regulation; to identify challenges encountered by teachers using the SFAE model in on-site teaching; and to assess the growth of teachers throughout the teaching process.
Qualitative data analysis is conducted, supplemented by quantitative data, leading to the following conclusions:
1. The use of the SFAE model in online collaborative learning promotes communication within groups, positively influencing online learning engagement;
2. There is a significant correlation between self-efficacy and self-regulation learning, positively affecting online learning participation; and
3. The placement of SFAE in online collaborative learning needs to consider the type of courses to design the division of labor.

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