線上學習最重要的關鍵在於學生能夠藉由線上學習的環境，達成學生與學生之間的互動、學生與教師之間的互動，以及在這些互動過程中所產生協同學習的結果。然而學生在線上討論區參與討
論互動的特質可能與學生本身的特質有關。學生參與線上互動的程度，與學習的關係值得進一步分析。本研究進行過程主要以線上學習課程「電腦人因」為例，蒐集學生線上學習討論的資料。
在這個課程中，為了助長學生自導式的學習，透過課堂任務的指定，以及專題研究的完成，鼓勵學生進行必要的線上互動。本研究主要的重點在於觀察（一）學生個別差異在課業相關之線上討論參與線行動表現的關係，以及（二）線上活動參與與學習表現的關係。配合質性與量化的方式，搜集學生學習過程與成果資料，並針對學生所發佈的文字資料進行歸類分析，然後依據歸類結果進行數量的統計。其中各種個別差異的指標，包括性別、認知型態、學生讀書學習策略。學習過程中，教學上也依據學生特質做了對應的調整，以因應學生學習需求。除了線上學習紀錄之外，研究並蒐集了學生的學習檔案、學習作業與專題成果，以便於進一步的分析。研究結果歸納學生個別差異與線上表現的特定項目具有顯著相關。而學生線上學習參與的程度不同，學習表現結果亦具顯著差異(p<0.0001)。

The learning process in online learning environment involves interactions
among students, interaction between instructor and students, and collaborations in learning that result from these interactions. Students’ involvement in online interaction might relate to individual differences. The relationship between individual differences and students’ learning and actions in online interaction needs to be explored. In this study, a web-based learning course “Computer Ergonomics” was employed to collect students’ online interaction data.Learning tasks and a project assignment were embedded in the course as a way to foster self-directed learning. The main focus of the study were to examine 1.how individual differences related to students’ actions in online discussion and their reactions toward learning, and 2. whether students with different levels
of involvement in online discussion differed in their learning outcomes. Both qualitative and quantitative approaches were used in the research to analyze students’ verbal responses in the discussion forum. Students’ responses were categorized and counted for further analysis. Various indications, including gender, cognitive style, and use of study strategies were used as variables for analysis of response types among students. In addition to discussion data,students’ learning portfolios, project assignments and work sheets were also gathered for further analysis. The results of the study indicate that some of the variables correlated significantly with students’ action and socialization in online
discussion and their learning reactions. Students’ with different levels of involvement performed differently (p < 0.0001).