本論文以自律學習理論為基礎，設計並實作一個自律學習系統。系統的開發以自律學習循環模式為基礎，設計出與每一循環歷程相對應之子系統以求支援自律學習的屬性。本系統開發的目的在於幫助學習者進行自律學習的訓練，以培養自律學習能力。學習者可利用此系統來設定自己的學習目標，培養自發性、自主性及自律性的學習能力，進而找出最適合自己本身的學習模式。本系統包含了幾個子系統，包括「課程規劃系統」、「課程檢視系統」、「自我評估系統」、「學習與事件監視系統」、「學習歷程分析系統」與「網路通訊系統」。「課程規劃系統」、「課程檢視系統」與「學習歷程分析系統」可提供相關學習資訊來協助規劃學習的進度，並設定學習的策略。「學習與事件監視系統」則是使學習者在閱讀紙本教材時，尚可瀏覽補充的多媒體教學資源，以提升學習興趣。此外，此系統也可監控與記錄學習者的學習行為，做為學習成果的分析與參考。透過「網路通訊系統」，學習者可隨時取得所需的學習資源或取得其他學習者的學習記錄。學習者可藉由學習記錄的比較來調整自己的學習策略。「自我評估系統」可幫助學習者了解學習的狀況，以調整未來學習的策略。經由實驗的結果分析可知，實驗對象認為本系統可支援自律學習的四個屬性，故可協助學習者進行自律學習，培養自律學習的能力。且大部分實驗對象的自律學習成績在使用本系統後，都有相當程度的提高。本系統未來將針對學習者的意見提供更多樣化的學習監控與分析，以協助學習者了解自身的學習情況。未來並計畫製作學習規劃分享系統以提供學習者更多的學習參考，並開發獎勵系統提高學習者的學習興趣。

The thesis proposes a cyclic self-regulated learning system for self-regulated learning. With the support of the self-regulated learning system, the learner can identify his best way for learning, where a learner can get supports from the environmental resources and improve the performance of self-regulated learning. Based on the self-regulatory learning theories, five subsystems, Learning Scheduler Subsystem, Schedule Review Subsystem, Learning and Monitoring Subsystem, Analysis Subsystem, and Self-Evaluation Subsystem, are proposed. Learning Scheduler Subsystem helps learners schedule their learning by providing personal historical learning records. The schedule results can be reviewed in Schedule Review Subsystem. With the aid of Learning and Monitoring Subsystem, learners can receive many learning resources to enrich their learning experiences. Besides, learners’ learning behaviors are also observed by the subsystem completely. After learning, the learners can self-evaluate their performance by Self-Evaluation Subsystem. The learners’ learning and self-evaluated results, then, will be analyzed by Analysis Subsystem. The analysis results will feedback to learners for next learning scheduling. The experiment indicates that the proposed system helps learners to improve the performance of self-regulated learning.

目錄

第 1 章	緒論	1
1.1	研究背景	1
1.2	研究目的	2
1.3	研究方法	4
1.4	論文架構	5
第 2 章	相關背景研究	6
2.1	自律學習理論	6
2.1.1	自律學習的定義	6
2.1.2	自律學習的屬性	7
2.1.3	自律學習循環模式	9
2.2	科技在學習上的應用	10
第 3 章	自律學習系統研究方法	15
3.1	自律學習的循環與自律學習系統的對應關係	15
3.2	自律學習的屬性與自律學習系統的對應關係	18
3.3	系統比較	20
第 4 章	系統設計與實作	23
第 5 章	實驗	34 
5.1	實驗對象與環境	34
5.2	實驗結果	37
第 6 章	結論	53
參考文獻	55
附件一  自律學習量表	59
附件二  系統態度量表	63
英文論文	65

圖目錄

圖一	自律學習的循環	9
圖二	屬性與系統對應圖	18
圖三	系統狀態圖	23
圖四	課程檢視系統	26
圖五	課程規劃系統	27
圖六	取得多媒體學習資源	29
圖七	尋求網路資源	29
圖八	自我評價	30
圖九	分析項目	32
圖十	綜合分析	32
圖十一	暫停原因分析	33
圖十二	行動學習載具	36
圖十三	系統使用的印象	44
圖十四	學習干擾原因	51
圖十五	資源尋求項目	51
 
表目錄

表一	自律學習循環的比較	20
表二	系統工具的比較	21
表三	「動機的啟始」信度統計量	38
表四	「動機的啟始」項目統計量	39
表五	「策略的應用」信度統計量	40
表六	「策略的應用」項目統計量	40
表七	「表現成果的自覺」信度統計量	41
表八	「表現成果的自覺」項目統計量	42
表九	「資源與支援的尋求」信度統計量	43
表十	「資源與支援的尋求」項目統計量	43
表十一	自律學習成績表	45
表十二	成對樣本統計量表	46
表十三	成對樣本相關表	46
表十四	成對樣本檢定表	46
表十五	低分組成對樣本統計量表	48
表十六	低分組成對樣本相關表	48
表十七	低分組成對樣本檢定表	48

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