隨著網路學習模式的發展演進，數位學習模式也逐漸由重視個人自我學習，慢慢轉變成由電腦促成多人合作學習模式，進而產生了網路學習社群的概念。過去網路社群相關研究多以一般商業社群或是社交導向社群為研究範圍，並依據使用者參與動機及透過討論區內容分析互動行為，加以歸納出網路社群角色類型以及不同角色類型對社群經營的影響。而網路學習社群研究則著重於討論互動的歷程，以探討成員行為與角色之間的關係為主，鮮少有研究定義網路學習社群角色類型與行為特徵，並據此促成更有效的網路合作式學習成員組合，提升網路合作式討論歷程。 本研究以過去社交性及網路學習社群之研究為基礎，應用其研究結果於學習社群角色探討，並定義網路學習社群角色類型行為特徵，再依據網路合作式學習應以異質性分組實施之理論基礎，提出基於學習社群角色行為特徵之異質性分組策略，探討不同分組機制下網路學習社群成員進行合作學習之討論歷程差異。本研究採取準實驗法，實驗過程分為隨機分組與立意分組兩階段，每一階段分別實施三週。由教師選定學科領域範圍，小組在限定範圍內發想題目進行討論與合作，並且在wiki共筆平台上完成各組之小組作業。在資料分析層面以數位學習平台討論區紀錄、兩階段團體效能與凝聚力問卷前後測資料進行序列分析量化地分析，並且輔以平台討論紀錄說明分析結果。 實驗結果顯示以社群角色類型行為特徵所發展之異質分組策略可以使小組在合作式學習討論歷程上有所影響，共計三點發現：一、相較於隨機分組策略本研究所提異質性立意分組策略能有效提升小組討論互動程度與討論行為歷程層次，異質性立意分組策略使小組合作歷程跳脫單純的資訊分享行為晉升到尋求解決方法以及歸納與分析之反覆修正的討論行為歷程。二、相較於隨機分組策略本研究所提異質性立意分組策略對於小組知識建構層次有一定程度的提昇之效，第二階段各組在協商意涵與共同建構知識行為上提昇2%，而在驗證與修正已存在的經驗與知識行為上提昇8%，顯示異質性分組策略下小組在驗證與修正已存在的經驗與知識之層次有明顯提昇。三、異質性立意分組策略對於團體效能提昇有所助益，隨著合作歷程的轉變也同時了提昇的小組完成任務之信念。 / As web-based learning, which evolves from self-leaning into cooperative learning, makes a concept of web-based group learning community. Most studies about community focus on commercial community or social community and analyze users’ motives and behaviors through online discussion contents to conclude many types of community role and their impacts on community interactions. In contrast, web-based learning community studies focus on relationships between users’ behaviors and their role behaviors features but researchers seldom take advantage of the relationships result to form a formation strategy and see how it affect the process of group discussion. The purpose of study is to organize and conclude relative community studies to identify students’ role behavior features and make a group formation strategy based on heterogeneous group learning theory. This study was conducted by quasi-experiment. The experiment had two phases: I. Group learning in random arrangement, and II. Group learning in group formation strategy. In each phase, the course teacher announced relative issues and asked each group to figure out a topic as well as write a general report of the topic on wiki platform for three weeks. After experiment, researcher collected questionnaires of group efficiency and group cohesion, discussion contents to analyze. After comparing two phases, the experiment result contained three results: 1. The heterogeneous group formation strategy raised most groups in phase II the solving-problem behavior level and made groups not only share information but also search lot of information to analyze their interested topic. 2. The heterogeneous group formation strategy affected knowledge construction process of group learning. Phase II raised 8% high level knowledge construction behavior-“testing and modification of proposed synthesis or co-construction”. 3. The heterogeneous group formation strategy raised the group efficiency to help group members have faith to fulfill their learning task. Besides, the result indicates that good learning process didn’t have direct impacts on the scores of their group task.