目前多數的學習筆記 (learning journal) 為傳統紙本的形式，在數位教材興盛的時代，本研究欲幫助學生擴展註記，以清楚而有條理的方式呈現學生的註記，發展更加有意義的線上學習筆記。另外，本研究加入自我評量的機制，按照修正版的Bloom’s taxonomy給予學生在自我評量上的認知分類提示，希冀學生藉此對於課堂所學的知識加以組織和省思；由於本系統實驗於程式設計課程，故提供給學生的提示皆符合程式設計課程的內容。同時間也提供學生分享彼此學習筆記和自我評量的功能。本研究欲探討學生使用學習筆記、自我評量與分享功能對於學習成效的影響為何，也想了解學生後設認知中，認知調整 (regulation of cognition) 的資訊管理策略、理解監控與除錯策略和本系統實際行為的關係。 本研究發現，線上學習筆記和自我評量對於學習成效有顯著的影響力，經常使用學習筆記與自我評量能幫助學生提升認知層次，學生有機會經常對於學習內容做整理與結構化，漸而提升自我的學習成效。而本研究所提供的機制 (線上學習筆記、自我評量和分享) 能幫助學生部分後設認知的策略。因此本研究建議，應提供學生的省思機制，且按照認知分類能讓學生的目標更清楚；加入使學生經常回顧學習筆記或自我評量的學習活動，經常回顧可幫助理解監控與除錯策略；在學習筆記中供給學生提示與輔助，同時讓學生對於學習筆記的認知滿意度提高，且學習筆記的認知層次越高，其學習成效就越好；藉由分享可幫助學生的除錯策略，幫助填補所學的不足，建議應在活動機制上增加分享的可能性。 Journal writing is a reflection method. As most learning journals created by students are traditional based and less convenient for those who study web based learning materials, we designed and developed a mechanism to create online learning journals. In our study, the group of colleges’ students that were enrolled to Programming Design course used online learning journals to reflect and organize what they have learned. Our mechanism provides self-assessment pages which contain prompts according to a revision of Bloom’s taxonomy. Another feature of self-assessment pages is structural and organizational scaffolding to make entries linked with each other and build meaningful online learning journals. Our mechanism allowed students to share their learning journal and self-assessment with others, thereby promoting peer learning. Besides, we would like to measure students’ regulation of cognition through reorganization of metacognition awareness inventory to find the relationship between the mechanism we provided and the part of metacognition (regulation of cognition) student showed. In this study we provide results of our investigation on how our proposed mechanism influenced on students learning performance and regulation of cognition, and detailed analysis of advantages and disadvantages of the mechanism with further research implications in the future are given.
