本研究在探討以「分散合作式問題導向學習系統」學習的高中電腦生活課程，對高中生學習電腦生活課程的學習成就及學習態度之影響。以高一學生為對象，隨機取樣分為三組，進行教學實驗，三組均透過「分散合作式問題導向學習系統」進行「分散／同步」網路學習。實驗A組施以「跨班非同步分享資訊學習」，實驗B組施以「同班分享資訊學習」，控制組施以「不分享資訊學習」。以混合設計的2因子共變數分析之統計方法，比較其組別與學業成就測驗的前後測之交互影響；以卡方檢定分析學習態度的影響及使用「分散合作式問題導向學習系統」的意見；並探討透過網路的小組討論互動之溝通歷程，分析「跨班分享資訊」的問題導向學習策應用於高中電腦課程的可行性及相關的影響。
研究的結果顯示，施以「分散合作式問題導向學習系統」進行「不同的分享學習方式」，對學習成就並無顯著影響；但學習態度則在課程教材設計部份達顯著差異；小組討論互動的溝通歷程與內涵，大部份為「理想的溝通」與「對等的互動」。

The purpose of this study is to investigate the effects on learning achievements and learning attitude of senior high school students using Distributed Cooperative Problem-Based Learning System. We implemented a “Distributed Cooperative Problem-Based Learning System” to support online learning. Three classes of senior high school students were randomly assigned into three groups designed for different learning strategies. Experimental group A shared information with three classes, Experimental group B shared information in one class, Controlled group did not share any information in their class. The analyzing method used in the effect on learning achievement is two-way analysis of covariance and the method for learning attitude is chi-square test. We also concerned the online cooperative learning community’s communication process.
From the experimental results, we observed that the effects on learning achievements are not different among different learning gruops. The learning attitude are different toward course designed by PBL. The communication process was for the most part of “Ideal” and “symmetric interaction”.

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