本研究以質的研究法探討電腦實驗合作學習中小組成員互動的情形。探討的範圍包含三方面：(1)小組成員相互給予協助的情形（互動類型），(2)小組成員對話的層次，及(3)小組成員合作學習的行為。合作學習的內容是程式設計中鏈結串列的概念，研究的樣本為高職三年級學生27人。合作學習實驗活動是參考學生小組成就區分法（STD）的方式進行，採異質性的分組；並以問卷、錄音及錄影的方式蒐集學生合作學習的情形。
研究結果發現：(1)高學習成就組成員相互給予協助的頻率較低學習成就組為高； (2)小組成員對話層次以說明性與程序性的對話層次為主，高學習成就組在認知性的對話層次較低學習成就組高；(3)合作學習的行為最主要為「閱讀」、「觀察」與「討論」三項。此外，學生們肯定合作學習活動，大部分學生希望以後電腦實驗課，都能以合作學習的方式來進行；而且女生較男生喜歡合作學習的方式進行。

This study investigated students' learning behaviors in cooperative computer laboratories. A qualitative research method was used to examine: (a) the interaction behaviors of group members in providing help, (b) the dialog and communication patterns exhibited among group members, and (c) the learning activities performed by students in cooperative computer laboratories. Twenty-seven vocational senior high school students served as the subjects of the study. The Student Teams-Achievement Divisions (STAD) method was adopted in assigning students to nine heterogeneous groups and to implement the cooperative learning laboratories. The findings of this study can be summarized a follows : (a) The students of the high achievement group provided more help to each other compared to the low achievement group. (b) Procedural and expository conversation were the major communication patterns exhibited among the group members. (c) Reading, observing, and discussing were the most noticeable learning activities of the students in the cooperative learning computer laboratories.

吳正己（民84）：課堂上資訊實驗對程式設計初學者的影響研究。行政院國家科學委員會專題研究計畫成果報告，NSC 84-2511-S-003-024。
張惠博（民82）：邁向科學探究的實驗教學。教師天地，62期。
黃政傑, 林佩璇（民85）：合作學習。五南圖書出版社。
黃政傑等人（民84）：台灣省國民小學合作學習實驗研究。國立台灣師範大學教育研究中心。
魏明通 (民86) :科學教育。五南圖書出版社。
Blosser, P. E. (1993). Using cooperative learning in science education. ERIC clearinghouse for science, mathematics, and environmental education, Columbus, Ohio. (ERIC Document Reproduction Service No. ED 351207)
Bull, K. S., Kimball, S. L., & Stansberry, S. (1998). Developing Interaction in Computer Mediated Learning. (ERIC Document Reproduction Service No. ED 417902)
Haley, W. S., & RESNICK, L. S. (1997). Collaborative vs Individual and the role of explanations. (ERIC Document Reproduction Service No. ED 409339)
Hanciles, B., Shankararman, V. & Munoz, (1997）. Multiple representation for understanding data structures, Computer Educ, 29(1),1-11
Hooper, S., Hannafin, j. j. (1991). The effects of peer interaction on learning during computer-based mathematics instruction. Journal of Educational Research, 85, 180-189.
Jehng,J.- C. J., (1997). The psycho-social processes and cognitive effects of peer-based collaborative interactions with computers. Journal of Educational Computing Research, 17(1).
Johnson, D. W. & Johnson, R. T. (1981). Building frendships between handicapped and nonhandicapped student ; Effects of cooerative and individualistic instruction. American Education Research Jounal, 18, 415-424
Johnson, R. T.,Johnson, D. W., & Stanne, M. B.(1986). Comparison of computer assisted cooperative, competitive, and individual learning. American Educational Research Journal, 23, 382-392.
Keeler, C. M. & Anson R. (1995). An assessment of cooperative learning used for basic computer skills instruction in the college classroom. Journal of Educational Computing Research, 10(4), 379-393.
Knox, D., Wolz, U., Joyce, D., Koffman, E., Krone, J., Laribi, A., Myers, J. P., Proulx, V. K., Reek, K. A.(1996). Use of laboratories in computer science education : guidelines for good pratice. ACM SIGCSE Bulletin, 28, 167-181.
Lin, J. M.-C., Wu, C.-C., & Liu, H.-J. (1999). Using SimCPU in cooperative learning laboratories. To appear in Journal of Educational Computing Research,20(3), 251-269.
Meisalo, V., Sutinen, E., Tarhio, J.(1997). CLAP:teaching data structure in creative way. ACM SIGCSE Bulletin, 29(3), 117-119.
Naps, T. L. (1993). Algorithm Visualization in Computer Science Laboratory. ACM SIGCSE Bulletin, 25(1), 105-110.
Oliver, R., Omari, A., & Herrington, J.(1998). Exploring student interactions in collaborative World Wide Web computer-based learning environments. Journal of Educational Multimedia and Hypermedia, 7(2/3), 263-287.
Parker, B. C. & McGregor, J. D. (1995). A goal-oriented approach to laboratory development and implementation. ACM SIGCSE Bulletin, 26(1), 92-96.
Ross, R. J. (1991). Experience with the DYNAMOD Program Animator. ACM SIGCSE Bulletin, 23(1), 35-42.
Shlechter, T. M.(1990). The relative instructional efficiency of small group computer-based training. Journal of Educational computing Research, 6(3), 329-341.
Slavin, R. E. (1983). When does cooperative learning increse student achievement . Psychological Bulletin, 94(3), 429-445
Slavin, R. E. (1990). Learning to cooperate, Cooperating to learn. New York : plenum.
Slavin, R. E.. (1995). Cooperative learning: theory, research, practice. second edition. Boston: Allyn and Bacon.
Stiphenson, S. D. (1992). The effect of student-instructor interaction and pairs individual stud on achievement in computer-based training(CBT). Journal of Computer-Based Instruction, 19(1), 22-26.
Task Force of the Pre-College Committee of the Education Board of the ACM (1993). ACM Model High School Computer Science Curriculum Communications of the ACM,36(5), 87-90.
Tucker, A. B. (1991). A summary of the ACM/IEEE-CS joint curriculm task force report: Computing Curricula 1991. Communications of the ACM, 34(6), 69-84.
Vygotsky, L. S. (1978). Mind in society. Cambridge, Ma:Harvard University Press.
Web, N. M. (1982). Peer interaction and learning in small cooperative groups. Journal of Educational Psychology, 74(5), 642-655.
Web, N. M. (1984). Stability of small group interaction and achievement over time. Journal of Educational Psychology, 74(5), 642-655.
Wilcocks D. & Sanders I. (1994). Animating Recursion as an Aid to Instruction. Computer Education, 23(3), 221-226.
Wu, C.-C., Lin, J. M.-C., & Hsu, I. Y.-W. (1997), Closed laboratories using SIMLIST and SimRECUR. Computers and Education, 28(1), 55-64.
Yerion, K. A. & Rinehart, J. A. (1995). Guidelines for collaborative learning in computer science. ACM SIGCSE Bulletin, 27(4), 29-34.