本研究的目的是要建立一個在Web上的遞迴學習系統 - Web_Soc，並且依據不同的學習型態設計出同步與非同步、合作與個別的學習環境。在Web的環境中，提供文字、聲音與影像等效果，以及Web之簡單、一致的使用者界面，使得許多研究透過Web建立學習社群。以往在Web建置合作學習環境者，多以非同步方式進行；本研究則透過JAVA的技術並結合蘇格拉底式對話學習策略在Web環境中建置一個可以進行同步和非同步的合作學習環境，以及一個個別學習的學習系統。為驗證系統應用效果，本研究以82名大學生分別進行「蘇格拉底式合作學習」、「蘇格拉底式個別學習」及「自行研讀」等三種方式進行實驗。實驗結果發現這些學生中高能力的學習者以此三種方式進行學習，其學習成效沒有明顯差別。低能力的學生以「蘇格拉底式合作學習」方式學習效果與「自行研讀」方式相較有顯著差異，低能力學生以「蘇格拉底式個別學習」方式之成效亦較「自行研讀」方式來得顯著。而「蘇格拉底式合作學習」與「蘇格拉底式個別學習」兩種學習方式對於低能力學生而言，其學習成效則沒有差別。

The objective of this research is to construct a synchronous learning system onrecursion programming - web_Soc. Different learning types, synchronous learning,asynchronous learning, collaborative learning and individual learning, were integratedinto web_Soc. There are several learning communities on web, and users in these environmentsusually communicate with each other asynchronously. To design a synchronouscommunication web system, we use Java technology to construct our learning system.We also use Socratic dialogue as a guide to correct students' misconceptions.The system evaluated by experiments. The samples in experiments werefreshman and junior students from the Department of Information and Computer Education, National Taiwan Normal University. These students were assigned to oneof three treatment groups, "Socratic-collaborative", "Socratic-individual" and "self-study". According to the results of these experiments, we found that high abilitystudents using all of three assessment methods were no different. Low ability studentsusing "Socratic-collaborative" were more effective than using "self-study". These students using "Socratic-individual" were more effective than using "self-study", too.But low ability students using both "Socratic-collaborative" and "Socratic-individual" were no different.