國立臺灣師範大學教育心理與輔導學系Hou, H. T.Chang, K. E.Sung, Y. T.2014-12-022014-12-022011-01-011741-5055http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/40723In a Web 2.0 e-learning context, the knowledge of teachers and learners is often shared via online discussion environments. In-depth exploring the online discussion behavioural patterns for teacher/learner communities with different interactive learning strategies via empirical observations and comparisons may provides important further references for community managers or system developers. In this paper, we summarise a series of our findings of three-empirical studies in Taiwan, and make in-depth comparison and discussions of the online discussion behavioural patterns of two-interactive strategies: peer-assessment and problem solving, then discuss the features and limitations of the strategies. The comparison and discussions may provide some important references for community management and system development in e-learning environments. In turn, we also propose suggestions regarding guiders' intervention, strategy design and intelligent agent development.behavioural patternsonline discussionsweb based communitiesonline communitiesvirtual communitiessequential analysiscontent analysisknowledge sharingpeer assessmentproblem solvinginteractive learninglearning strategiesknowledge transitionintelligent agentsTaiwane-learningelectronic learningWeb 2.0internetworld wide webteacherslearnerscommunity managerssystem developersinteractive strategiescommunity managementsystem developmentguidersinterventionstrategy designcontinuing educationlife-long learningICTinformation technologycommunications technologyknowledge creation.