當前大部分的網路鷹架研究，都是探究鷹架認知面的學習。本研究分析在一個「大氣科學網路探究學園」 (LAIN) 的活動中，專職鷹架情意面的鷹架者，如何鷹架學習者、又如何學習扮演這種全新的「情意鷹架者」角色。
情意鷹架者所開展的鷹架活動，主要集中在四個大類別：社交性活動、學習流程活動的相關提醒、鼓勵參與投入、參與認知鷹架。藉由以社會學習理論中 Lave 及 Wenger 的情境學習、 Wenger 之實踐社群、以及 Goffman 的戲劇論概念等觀點，本文細究情意鷹架者在鷹架實踐背後所隱現的在意，其在意什麼、為什麼在意、以什麼方式顯現其在意；經由勾勒從無力到有能力的實踐心思與鷹架施為姿態，本研究捕捉出情意鷹架者所萌生的實踐性智慧，也揭露情意鷹架者除了鷹架學員，也在學習如何鷹架的面貌，以及其於實踐歷程中自我認同的轉變。
這一群情意鷹架者透過互相觀察、捉摸、分享、協商與經營，共同創造了在Lain這個學園扮演新角色所衍化出的價值、規範、資源、與認同，他們的體驗轉化為勝任情意鷹架者需要的能力。

Previous research has been focusing on cognitive aspects of learning by scaffolding. The purpose of this study is to explore the experience of affective mentors in Lain (Learning Atmospheric science via InterNet) environment. How do affective mentors scaffold learners’ engagement and how do they learn to do so.
The major categories of scaffolding behaviors the affective mentors perform are sorted into four: social talk, reminding of the learning procedures, supporting learners’ engagement, and joining the domain-related discussion. We build from Lave & Wenger’s situated learning, Wenger’s communities of practice, and Goffman’s dramaturgical approach to characterize affective mentors. What they care, why they care, and in what way the reveal their core enterprise on caring people are illuminated in detail. Descriptions about how their local meanings have little currency in the earlier stage, till how they compete for the definition of certain events, actions, or artifacts in later stage, evidence that their scaffolding knowledge on affective aspect has been developed throughout the process of participation in Lain. They not only learn how to scaffold, but also develop their identities in practice.
Through joint experience of observing, sharing, negotiating, and aligning, affective mentors develop values, norms, repertoire that are needed for the new role of affective mentors in Lain.

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