許多課程在全球資訊網開課，老師必須在這些網路學習系統管理學生學習活動以改進學習效果，現在教育者利用作品集評量方式來主動的評鑑學生與制定有效策略來增加學生的學習效能，雖然網路學習系統可以記錄網路學習行為歷程於網站日誌中，但是這些網站日誌並不是為教育用途而設計，老師不容易瞭解各種學習行為和策略的關係，所以老師很難從學生行為歷程中推導學生的學習活動效能進而制定有效活動策動。本論文描述如何幫助老師分析網路學習歷程(Web Portfolios)包括詳細的學生學習行為、教室歷程、與同儕互動，以了解學生在網路教室中的學習活動效能。本論文使用資料庫與資料萃取方法來處理學習活動資料並進而分析這些學習歷程，以輔助教育上之決策分析與決策實施。所使用之方法可使老師以線上的方式有效的監控學生的學習狀態，並進而了解學習行為、教學策略與同儕互動之間的關係，而非個人的知識狀態，所以可以輔助老師下正確決策以管理網路學習系統之學習活動。 Courses are widely offered on the World Wide Web. Teachers must manage learning activities in the web learning system to create valuable learning effect. Recently, educators have increasing interest in portfolio assessment to actively assess and make effective strategies to promote students’ learning performance. Although the web leaning system can log web learning behaviors in web logs, the web log is not designed for pedagogical purposes. Teachers can not easily obtain the relationship between various learning behaviors and strategies. Consequently, teachers encounter difficulties to make decision to regulate effective learning activities or strategies by inferring students’ activity performance from historical information. This study describes the methodology to assist teachers analyze web portfolios, which contain in detail students’ learning behaviors, classroom processes, peer interaction history, for perceiving student activity performance in web classrooms. Database and data mining technologies are herein employed to faithfully record learning activity, analyse portfolios for pedagogical strategy regulation, and strategy enactment in web classrooms. With the proposed methodology, teachers can go online and efficiently use the web portfolios to monitor students’ learning status and perceive relationship among learning behaviors, pedagogical strategies, and peer interactions, rather than knowledge state of individual students. Therefore, teachers can make decisions to manage learning activities to promote learning effect in web learning system.
