資訊融入教學雖然已普遍為教育現場所接受，然而透過科技應用所產生的彈性學習機制，如何能夠有效地促進學習者互動溝通與提升學習表現，則是近年來重要的研究議題。本研究以北部某大學一門實施專題式學習之課程為研究場域，以成員角色與溝通行為為焦點，進行小組互動歷程的分析，以瞭解專題式學習之成員角色與溝通行為對其學習表現的影響。結果發現小組在專題執行階段，相較於準備與完成階段，具有最多的程序性、任務性與社會性之三類型溝通行為；成員在任務性角色、社會情感性角色，以及角色轉換的歷程中，對應不同的專題式學習階段也有不同的影響力。最後本研究亦針對研究結果提出討論與相關建議。

The infusion of information and communication technology into instruction has gained the foothold within many classrooms in higher education by its advantages to enable the variety and
accessibility of school teaching and learning. However, to engage students with the technology-enhanced learning experiences calls for attentions on more the processes than the mere outcome of
technology use. This study examines the common phenomenon in college campus where network technology, group activities and project works are available with the intention to explore how student performance of teamwork and learning is affected by the micro factors of group compositions, members’ roles and their communication behaviors. Results show that the group performed most
procedure-, task-, and social-communication behaviors during the execution stage than that of preparation and completion stages. Additionally, members’ roles performed and interfered within these
stages positively affected the project performance to different extent.