文獻傾向於相信：線上學習可協助實現建構主義教育理想。上述主張目前仍缺乏有力且一致的證據，本研究因此提出另一種解釋：學習者在華人教育傳統課堂中多年所積累的學習習慣難以短時間內改變，導致無法有效適應建構主義式的線上教育。為了探索此一主張，本研究提出一新構念「建構學習行為特質」（constructivist learning characteristics），嘗試：1.包含與連結自主管理、互助性、認識論信念等重要構念；2.反映總體社會脈絡與教育典範之影響。實證結果發現：建構學習行為特質愈佳者，其學習成效愈佳，網路互動行為亦愈佳，其亦透過網路互動行為的中介，而間接的影響學習成效。我們亦探討了：線上教育中典範適應的挑戰、建構學習行為特質的普遍解釋，與線上學習及創造力。

It is widely believed that online learning may enable a constructivist learning model to become true. Yet, empirical evidences have so far supported this assertion inconclusively. The present study contributes to explain the above effects alternatively.This study proposes a newer construct, constructivist learning characteristics, which (1) synthesizes constructs such as self-direct, interdependence, persistence and epistemological belief, and (2) integrates the effects of both individual difference at the micro level and contextual factors in the macro. The construct and associated hypothesis are tested. Challenging issues of paradigm adaptation for both teachers and students are discussed.