反思一直被認為是學習過程中影響學習成效的重要因素。良好的教學策略能夠提升學習者之反思層次，而提問是經常被用來提升學習者反思層次的策略之一。因此，一個符合學習者現狀並能配合既有資源的良好提問策略將會是反思層次能否被提升的關鍵因素。本研究將提問策略應用在微網誌環境中，稱之為微網誌提問策略，期望能夠對學習者之反思層次、後設認知與學習成效產生正向之影響。研究結果顯示微網誌提策略能夠有效提升學習者之反思層次及後設認知，但是對於學習成效的影響並不顯著。本研究亦進一步討論學習者對於微網誌提問策略的使用態度及回饋意見，並針對使用行動裝置來存取微網誌提問系統的學習者進行訪談，以探討此策略在行動化學習環境中相關潛在的問題與意涵。

Reflection plays an important role in the learning process. A good learning strategy is supposed to improve a learner’s reflection level.The Prompts is one of the learning strategies to promote a learner’s reflection level. As a result, a well-formed prompt strategy fitting what a learner has or is situated in the right context will be the key factor contributing to promote a learner’s reflection level. This study applied the prompts strategy in a Microblogging environment and named it as “Microblogging Prompts Strategy”. It’s expected that designed microblogging prompts strategy would have positive effects on a learner’s reflection level, metacognition and learning performance. The results show that microblogging prompts strategy has significantly positive effects on a learner’s reflection level and metacognition but no positive effects on learner’s learning performance. In addition to this, this study further investigates the learner’s usage attitude and feedback toward the microblogging prompts steategy. Finally, the learners accessing microblogging prompts system by mobile devices were interviewed in order to investigate the potential issues and prombles of this strategy in the mobile learning environment.

致謝 III
摘要 IV
ABSTRACT V
目錄 VI
表目錄 VIII
圖目錄 IX
第一章、 緒論 1
第一節、研究背景與動機 1
第二節、研究目的與問題 3
第二章、 文獻探討 6
第一節、微網誌 6
第二節、反思 10
第三節、後設認知 14
第四節、提問策略 19
第五節、行動學習 20
第三章、 研究方法 22
第一節、研究架構 22
第二節、研究變數定義與操作 23
第三節、研究假說 28
第四節、問卷設計 29
第五節、研究對象 35
第六節、資料分析方法 36
第四章、 實驗設計 37
第一節、實驗設計 37
第二節、實驗流程 38
第五章、 結果與討論 44
第一節、描述性統計 44
第二節、假說檢定 47
第三節、訪談結果 53
第四節、討論 54
第六章、 結論 60
第一節、研究發現 60
第二節、研究貢獻 61
第三節、研究限制 62
第四節、未來研究 63
參考文獻 64
附錄 73
附錄1 學習成效之前後測 73
附錄2 學習BUDDY和學習者之訊息記錄 78
附錄3 訪談問題 86

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