遠距教學隨著網際網路的環境發展已日漸普及，學習者能夠散佈在各個地方並且透過網路進入虛擬教室，而個人的學習不需要直接地面對老師與同學，較容易產生孤獨的感覺，所以群體學習的教學方式日益受到重視。角色為在一個群體單位中，被群體附賦予的某種行為的任務，而角色對於群體的效率有著關鍵性的影響，所以我們藉由角色的觀察來瞭解組員對小組所擔任的任務或貢獻。
在本篇論文裡，為了能利用群體學習在教學上的優點及避免上述的情形發生，我們根據Johnson & Johnson所提出的小組作品集（Group Portfolio）的原則下，以ASP（Active Server Page）、JavaScript、C等程式語言，建構一個網路群體學習的小組活動空間，並且透過Oracle及SQL Server作為資料庫系統以完整地記錄小組的學習歷程。為了觀察在小組活動中每個組員對於小組的貢獻，我們根據邊尼與席特（Benne and Sheats, 1948）所列舉團體角色為定義，使用學生在小組的活動記錄，利用預測分類（Classification）的技術分類出學生屬於那些角色，可供老師觀察組員對小組的貢獻程度。並在教學過程中，提供老師對於小組作品集的觀察，以及透過貝式知識搜尋工具（BKD）和分類工具（ROC）分析小組內各種角色的存在對於小組行為、成效的影響，例如，花花公子及遊客會對個人成績造成影響、小組內發起人與支配者的角色有無會對小組成績有影響、小組內協調者、鼓舞者、支配者、遊客的人數會影響到小組的成績、花花公子與遊客很容易會產生輟學的情形、遊客通常不喜歡上傳檔案、行動專家通常比較會上傳檔案等。並利用以往的教學經驗來預測今日學生學習特徵的可能表現，以適時的介入輔助教學。
　　老師可以藉由小組角色的觀察來監控整個小組學習效率，在發現學生屬於負面角色時，老師可以適時提醒學生；在發現學生屬於正面的角色時，老師也可以給予奬勵。

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