E-learning space breaks through multiple limitations in terms of teaching environment, teaching mode, content presentation, and learning evaluation, and realizes the innovation of traditional classroom learning methods, providing new ideas for improving the quality of education and achieving equitable education. As a learning method that can effectively stimulate learners’ interest in learning and give full play to the advantages of online learning, collaborative learning has received a lot of attention. The article introduces the flow theory in the study of participants’ internal psychological state, explores the trigger mechanism of collaborative learning in the e-Learning space from the perspective of students’ internal motivation. By analyzing the characteristics of network collaborative learning methods and achieving relevant elements of effective collaboration, the influencing factors affecting the willingness to participate in collaborative learning in the e-learning space are explored. The college students who participate in the course learning in the e-Learning space are the subjects of research and collect data through questionnaires. The empirical model and research hypotheses were empirically tested. The research results show that in the collaborative learning based on e-Learning space, the challenge and skill balance, timely feedback, promoting interactive interaction and heterogenous group members positively affect the generation of the cardiac flow experience; the flow experience produces the process of collaborative learning the results have a positive effect and can effectively trigger learners’ willingness to participate.%网络学习空间在教学环境、教学模式、内容呈现、学习评价等方面突破多重局限,实现了对传统课堂学习方式的革新,为改善教育质量、实现教育公平提供了新的思路.协同学习作为一种能有效激发学习者学习兴趣、充分发挥网络学习空间优势的学习方式,得到大量关注.该文引入研究活动参与者内部心理状态的心流理论,从学生的内部动机来探讨网络学习空间中协同学习的触发机制.通过分析网络协同学习的特点、实现有效协同的相关要素,探究影响网络学习空间中协同学习参与意愿的因素,以参与网络学习空间中课程学习的大学生为研究对象,通过调查问卷收集数据,对影响因素模型和研究假设进行了验证.研究结果表明:基于网络学习空间的协同学习中,挑战与技能平衡、及时的反馈、促进性交互和异质的小组成员正向影响心流体验的产生;心流体验的产生对协同学习的过程和结果具有积极的影响,可以有效触发学习者主动参与意愿.
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