On the one hand, a growing amount of research discusses support for improving online collaborative learning quality, and many indicators are focused to assess its success. On the other hand, thinkLets for designing reputable and valuable collaborative processes have been developed for more than ten years. However, few studies try to apply thinkLets to online collaborative learning. This paper introduces thinkLets to online collaborative learning and experimentally tests its effectiveness with participants' responses on their satisfaction. Yield Shift Theory (YST), a causal theory explaining inner satisfaction, is adopted. In the experiment, 113 students from Universities in Beijing, China are chosen as a sample. They were divided into two groups, collaborating online in a simulated class. Then, YST in student groups under online collaborative learning is validated, a comparison study of online collaborative learning with and without thinkLets is implemented, and the satisfaction response of participants are analyzed. As a result of this comparison, YST is proved applicable in this context, and satisfaction is higher in online collaborative learning with thinkLets.

翻译：一方面，越来越多的研究探讨如何提升在线协作学习质量的支持，并聚焦于多种指标评估其成功。另一方面，用于设计可靠且有价值的协作过程的thinkLets方法已发展十余年。然而，极少有研究尝试将thinkLets应用于在线协作学习。本文引入thinkLets至在线协作学习，并通过参与者对其满意度的响应进行实验验证其有效性。采用解释内在满意度的因果理论——收益转移理论（YST）。实验选取中国北京市高校的113名学生为样本，分为两组进行模拟课堂中的在线协作。随后，验证了在线协作学习中学生群体的YST，实施了有无thinkLets的在线协作学习对比研究，并分析了参与者的满意度响应。对比结果表明，YST在此情境下具有适用性，且使用thinkLets的在线协作学习满意度更高。