反思在學習者學習的過程中扮演著重要的角色，然而在傳統的教學中往往被學習者所忽略。因此本研究嘗試設計一套Web-based合作式註記系統(WCAS)輔助學生在線上閱讀環境中的反思學習活動，希望藉此建構出一個有效的線上反思學習環境。我們將此方法實際應用於大學院校學生的程式設計課程上，透過為期兩個月的實驗來觀察WCAS輔助學習反思的方法是否能夠有效提升學生們的反思能力，以及不同的註記行為因素對反思等級造成的影響。實驗結果顯示，WCAS輔助反思學習的方法能夠有效提升學習者對學習議題的反思等級，同時，我們發現註記建立與回顧的數量和品質對反思等級皆會造成影響。在註記建立的數量與品質上，文字註記對反思等級的影響高於其它類型的註記，而在註記回顧的數量與品質上，相較於回顧自己所建立的註記，同儕註記的回顧對反思等級有較為顯著的影響。這些發現意謂著，文字註記的建立與回顧以及同儕間的知識分享與獲取，是在以數位註記工具輔助線上反思學習中，能夠有效提升學習者反思能力極為重要的兩項因素。 Reflection plays a very important role in learning processes. However, it is often ignored by learners in the traditional teaching. Therefore, we developed web-based collaborative annotation system supported reflective learning activity in online reading environment. Hoping to construct an effective online learning environment for reflective learning. We use web-based collaborative annotation system supported reflective learning method in real-life university-level class. Through the two-month experiment to observe that whether web-based collaborative annotation system supported reflective learning method can promote students’ reflective ability, and the effects between different annotation behaviors and reflection levels. The experiment results show that web-based collaborative annotation system supported reflective learning method can promote learners’ reflective levels. Moreover, we found that both quantity and quality of establish and review of annotation will affect reflection levels. In the quantity and quality of annotation established, text annotation have a higher impact than other type of annotation. While in the quantity and quality of annotation reviewed, peers’ annotation reviewed have a higher impact than own annotation reviewed. These findings mean that, in those studies which use digital annotation tool to support reflective learning, text annotation and knowledge sharing among peers are two important factors that may enhance the reflective ability.
