近年來，整合資訊科技與創新學習型態之數位學習，已成為學術研究領域與教育學習產業的主流發展價值，然許多學者對於數位學習是否真能促進學習者的有效學習與成長，仍存在許多歧見。其中，最常被提及的疑慮即是以超媒體為主要運作內涵的web-based學習模式，學習者似乎無法在複雜的內容架構中，有效的自我調節以完成既定的學習目標。
　　自我調節（slef-regulated learning）是一種讓學習者能自我激發、活化認知活動及學習的行為，並因此能有系統的達到既定目標的過程。自我反思為自我調節最重要的核心程序，而如何在自我調節歷程中獲得多元回饋的自我反思，是自我調節學習能形成正向循環的關鍵要素。因此，本研究引述文獻探討之論述，確認可行策略為促進學習者認知學習與社會學習之循環反思機制，此機制之具體策略為：提升反思程度、給予學習者不同的教師回饋、與強化數位學習素養之先備知識等方法。執此之故，本研究以先備知識、反思程度、回饋型態等因子為自變項，並以學習者之問題解決學習成效及後設認知表現為依變項，檢驗研究設計與假設之正確性。
　　本研究以網路概論課程之「區域網路原理與建置」單元為專題教學問題解決之內涵，由於資訊技能領域的上機實作與一般理論知識的學習方式差異頗大，當學習者正從事某種技能實習的操作練習時，必須統整學科的專業知識與技能操作的程序知識，再輔以問題解決的策略性思考，才能順利完成複雜的學習任務。本研究藉助行動載具無所不在的特性，使學習者能在問題的發生情境中，一邊進行技能實習（例如網路設備的除錯）一邊記錄學習反思的內容，以確實瞭解學習者反思的歷程內涵。此外，本研究採準實驗研究及內容分析法，進行研究問題量化面向之資料揆集、分析與檢驗，以及問題解決反思內涵與反思模式歷程分析之質性討論。
　　研究成果方面，就量化研究之問題解決學習成效而言，本研究獲致三項重點結論：（1）資訊技能先備知識對問題解決學習成效具顯著的影響；（2）高反思程度之學習者，有較好的問題解決學習成效表現；（3）給予學習者歸因回饋會比單純的績效回饋好。其次，就量化研究之學習者設認知表現而言，本研究獲得下列四項結論：（1）不同先備知識與反思程度及回饋型態之交互作用結果不同；（2）高反思程度之學習者，有較好的後設認知表現；（3）給予高反思程度之學習者績效回饋能顯著提升其後設認知表現；（4）高反思程度之高學科先備知識學習者，其後設認知表現顯著較為優異。
　　此外，在質性研究的問題解決反思內涵方面，本研究獲致四點重要結論：（1）行動中反思之反思內涵偏向以「瞭解問題」為主之反思行為；（2）行動後反思之反思內涵偏向以「擬訂計劃」為主之反思行為；（3）學習者之反思行為普遍缺乏「採取行動」及「評估修正」之行為內涵；（4）高資訊技能先備知識與高反思程度之學習者具有較高次數之問題解決反思內涵。而就循環反思之歷程分析而言，本研究亦獲致三點結論：（1）循環反思對問題解決學習成效之影響相當顯著；（2）循環反思對後設認知理解與執行之表現有顯著影響；（3）循環反思之學習者在問題解決歷程中具有較高次數之反思內涵。
　　總結本研究之量化與質化分析之成果與討論，本研究最後分別提出以結構方程式探討行動化數位學習之學習成效影響因素、強化循環反思的分析方法與實證研究品質、及以情境感知為向度投入行動學習之實證研究等方向，作為未來及進一步研究之建議與參考。

In the recent years, learning with integrating and innovative technologies, named e-learning, is beginning to make a breakthrough from small-scale pilots to institution- wide implementations. However, there are still different opinions or interpretations on whether e-learning could facilitate the learning performance and provide maturity supports. Studies have recently begun to identify several problems associated with learners’ inability to regulate their learning about complex topics in learning environments. The purpose of this dissertation is to explore the effects of diverse reflection types and feedback strategies on our web-based courseware system, called the Mobilized Web-based Learning, which was designed and implemented to enhance novices’ reflective thinking and problem-solving skill. Otherwise, content and process analysis on learners’ reflection were carried out and several emerging issues concerning the design were discussed.
This research reports on the effects of an attempt to stimulate the integration of reflective levels and feedback strategies on students’ IT problem solving in a mobilized e-learning environment. Through the experimental intervention, ANCOVA and simple interaction-effects analysis, we were able to conceive in a modest way the regulation behaviour of students. The experimental students of high prior-knowledge, high reflective level and receiving attributed feedback groups were more skilled in problem solving and more outperformed on meta-cognition because they reacted more extensively to an explicit cycle between reflection-in-action and reflection-on-action. The result also showed that the content of students’ reflective thinking mostly distributed over the “understanding” and “planning” stage in the processes of problem solving. In conclusion, it seem a reasonable and accomplishable strategies that the learning or reflection oriented activities in a e-learning environment would be a better starting point for giving prior-knowledge instruction, providing attributed feedback and enhancing the reflective level. Finally, adopting multiple regression for further analysis and exploring context awareness for these implementations are proposed.

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