In this paper, a phenomenographic approach was utilized to create learning spaces in which 182 Secondary Five students under the guidance of the teacher (the action researcher) learned to do projects on applying suitable web authoring techniques to construct school, school alumni and e-learning websites across three school years in a local school. By means of the knowledge-building principles in an online learning community, some qualitative patterns of learning variations on learning conceptions, applications and synthesis were articulated. Throughout the learning and teaching process, some learning and teaching conditions varied whilst others were kept invariant to articulate inter-student learning variations and thereby formulate feasible teaching approaches. Finally, some critical conditions for such learning variations were further conceptualized for increasing learning effectiveness, and implications for sustaining online learning community are drawn for further research.
本文通過現象圖析學分析182 位中五級學生在網頁設計及應用層面上的學習概念，尋找他們的學習變異， 從而建構嶄新的教學反思空間。在過去的三個學年中，學生在教師( 行動研究者) 的指導下，編寫學校、校友及電子學習等網頁。在學與教層面上，基於網上學習社羣的知識建構原則，調整某些學與教條件而令其他條件不變，從而探索學生相互的學習差異及改善教學策略。最後，通過行動研究反思，學習數變的某些重要條件進一步被概念化，而網上學習社羣的持續發展也作深入討論。
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]