隨著資訊科技的發展，數位學習的觀念逐漸興起，在二十一世紀強調知識經濟的今天，自主學習及問題解決能力的養成更顯重要，而藉由網路進行問題導向合作學習，學習者可更方便的透過自主學習方式培養問題解決能力。然而學習者在進行網路合作學習的互動期間會接收到大量來自同儕的資訊，有些學習者常會因為無法判斷資訊的正確性，而無法有效選擇、判斷、分析與整合所獲得的資訊，進而觀望同儕或是意見領袖的意見。因此，本研究利用學習者在問題導向網路合作學習歷程中所產生的社會網路互動資料，利用品質Q函數結合基因算法進行社群探勘，並搭配PageRank演算法找尋出每個社群中的較意見領袖，探討採用教師直接進行資訊傳播的一級資訊傳播模式與透過社群意見領袖進行資訊傳播的二級資訊傳播模式對於學習者的學習成效、社會網路互動及團體凝聚力的影響。此外，也探討採用這兩種資訊傳播模式的不同性別及不同人格特質學習者的學習成效、社會網路互動及團體凝聚力是否具有顯著差異。 研究結果發現：(1)在問題導向網路合作學習環境下，採用發佈訊息給意見領袖之二級資訊傳播模式的實驗組學習者，在學習成效上顯著優於教師透過網站公告之一級傳播模式的控制組學習者；(2)在問題導向網路合作學習環境下，採用發佈訊息給意見領袖之二級資訊傳播模式的實驗組女性學習者，在學習成效上顯著優於透過教師網站公告之一級資訊傳播模式的控制組女性學習者，但兩組男性學習者之間則無顯著差異；(3)在問題導向網路合作學習環境下，採用發佈訊息給意見領袖之二級資訊傳播模式的實驗組學習者，在促進同儕互動成效上顯著優於教師透過網站公告之一級傳播模式的控制組學習者;(4)透過品質Q函數結合基因演算法偵測社群，以及使用PageRank找尋社群意見領袖之方法，能精確的協助教師找到問題導向網路合作學習社群之意見領袖。 最後，根據研究結果，本研究提出教學實施及未來研究方向建議，供後續研究參考以進行更深入的探究。 / The concept of e-learning gradually emerges with the development of information technology. In the 21st century when knowledge economy is emphasized, the cultivation of self-directed learning and problem-solving ability becomes more important. Learners with problem-based cooperative learning through networks can more conveniently cultivate the problem-solving ability with self-directed learning. Nonetheless, learners would receive large amount of peer information during the network cooperative learning interaction; some learners therefore could not effectively select, judge, analyze, and integrated the acquired information by judging the accuracy of information to further observe the opinions of peers or opinion leaders. For this reason, learners’ social network interaction data generated in the problem-based network cooperative learning process are proceeded community mining by combining quality function Q and genetic algorithm, and PageRank algorithm is applied to search for the opinion leader in each community in order to discuss the effects of teachers directly proceeding first-order information communication model and second-order information communication model through community opinion leaders on learners’ learning outcome, social network interaction, and group cohesiveness. Furthermore, the effects of such two information communication models on learning outcome, social network interaction, and group cohesiveness of learners with different genders and personality traits are also investigated. The research findings show (1) learners in the experimental group with second-order information communication model by distributing information to opinion leaders, under the problem-based network cooperative learning environment, significantly outperform learners in the control group with first-order communication model through network announcement on the learning outcome; (2) female learners in the experimental group with second-order information communication model by distributing information to opinion leaders, under the problem-based network cooperative learning environment, present remarkably better learning outcome than female learners in the control group with first-order information communication model through network announcement, while no significant difference appears between male learners in both groups; (3) learners in the experimental group with second-order information communication model by distributing information to opinion leaders, under the problem-based network cooperative learning, notably show better peer interaction effectiveness than learners in the control group with first-order communication model through network announcement; and (4) combining quality function Q with genetic algorithm to detect community and applying PageRank to search for community opinion leaders could accurately assist teachers in finding out the problem-based network cooperative learning community opinion leaders. Finally, suggestions for teaching practice and future research, according to the research results, are proposed in this study for successive research.