將協作學習與Web2.0工具結合營造出的線上共創學習環境強調學習者的主動性，為瞭解這一學習過程中學習者所能達到的認知建構水準，本研究選擇了認知臨場感。認知臨場感能夠反映認知建構的過程，但其深層階段往往難以達到。過往對此的研究忽視了學習者的個體特性如內在動力因素的影響。因此本研究以自我效能感為學習者內在動力因素，探討其與認知臨場感在線上共創學習中的關係。此外鑒於客觀學習成果在線上共創學習中的重要性，本研究還嘗試驗證認知臨場感及自我效能感與客觀學習成果間的關係在線上共創學習中是否依然成立。
本研究採用實驗法，以「裝飾主義」為主題使用Facebook與Google doc兩項Web2.0工具開展線上共創學習的實驗活動。使用問卷、成就測驗卷及評分表收集學習者在線上共創學習中的認知臨場感、自我效能感及客觀學習成果資料，並進行敘述性統計分析、相關性分析與回歸分析，以探討認知臨場感所呈狀態及三者間的關係。
研究結果顯示本研究之線上共創學習活動中，學習者的認知臨場感呈現了較令人滿意的階段分佈狀況，認知臨場感、自我效能感與客觀學習成果三者間皆存在一定的關聯。這表明：（1）、本研究中線上共創學習的活動設計值得借鑒；（2）、在利用認知臨場感對線上學習進行研究時，需考慮學習者的個體特性；（3）、在線上共創學習中，個人的動力因素如自我效能感應該受到重視。因而建議教學者在進行線上共創學習設計時，可以考慮對不同自我效能感的學習者施用不同的教學策略，并採用可以提升自我效能感的設計，同時應注意對過程表現的評量。

Online collaborative learning combine collaborative learning with Web2.0 tools. In order to know the level of cognitive construction that learners can achive in online collaborative learning，this study used cognitive presence.Ideal learning outcomes in CoI (Community of Inquiry) would require deeper phases of cognitive presence, that usually difficult to achieve. Past researches on CoI usually felt short in investigating the influences of individual differences, including the effects of learners’ internal motivation on higher-order thinking. This study considered Self-efficacy is one of such as it emphasizes a combination of learners’ motivation and cognition. This study explored the influence of learners’ self-efficacy on cognitive presence. Due to the importance of objective learning outcomes in online collaborative learning, this study also tried to verify the relationship between cognitive presence and objective learning outcomes, and the relationship between self-efficacy and objective learning outcomes in online collaborative learning .
This research adopted the experimental method and taked the "art deco" as the theme. It used Facebook and Google doc as Web2.0 tools to carry out an online collaborative learning activity. In this study, scales and achievement tests were used to measure learners’ cognitive presence, self-efficacy and objective learning outcomes. Descriptive statistics, correlation analysis and regression analysis were used to explore cognitive presence and the relationships among the three.
Results show that the phases distribution of learners' cognitive presence in this study is satisfying, and there are significant correlations among cognitive presence, self-efficacy and objective learning outcomes. Results indicate that: 1, The design of online collaborative learning activity in this study is well worth learning; 2, Individual differences should be take into account when researchers explore cognitive presence in online learning; 3, learners’ motive factors such as self-efficacy should be pay more attention on in online collaborative learning. Therefore, this study suggests that instructors should take different strategies for different students and take some strategies which can enhance self-efficacy.

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