The purposes of this study were to explore students' learning performance, knowledge construction, and behavioral patterns in computer-supported collaborative learning (CSCL) online discussions with/without using Form+Theme+Context (FTC) model guidance scaffolding in visual imagery education. In the online learning activities, the control group did not use the FTC model guidance scaffolding, while the experimental group did. This study employed quantitative content analysis and sequential analysis to investigate the discussion content and behavioral patterns of 63 students from a private university in Taiwan during online discussion learning activities. Results showed that the learning performance of the students in the experimental group outperformed that of students in the control group. Moreover, the study revealed that the two groups of students were primarily sharing or comparing information during discussion. More behaviors of exploring opinions and concepts and communicating or constructing knowledge among group members were observed in the experimental group. Secondly, students in the experimental group participated more in knowledge construction than did students in the control group, and their behavioral patterns were more diverse. Accordingly, this study shows that incorporating the FTC model into learning with sufficient guidance from the instructor could be useful for improving students' visual imagery analysis abilities.