許多教學網站的相關研究多從評鑑指標和系統化教學設計模式的概念評估效益，但卻很少考量學習者需求變動在科技使用過程中亦是影響因素，故本研究想以此概念為基礎，挑戰教學網站過去的研究方向，發展出的研究目的有六點：（1）了解教學網站功能完備性和學習助益性之間的差異性；（2）了解學習者使用教學網站前的需求與使用後的需求差異性；（3）了解學習者需求前、後與教學網站使用頻率之間的相關；（4）了解教學網站使用頻率和學習助益性之間的相關：（5）了解學習者使用不同溝通工具的偏好與原因；（6）了解學習者使用學習歷程記錄與反思工具(創意筆記)的方式與原因。本研究發放兩份問卷，主要對象是第五屆高溫超導磁浮創意競賽的全國高中生，研究結果發現如下：
（1） 教學網站功能完備性和學習助益性在部分比較題目達顯著差異，其中學習者感受到創意筆記區的功能完備，但在學習助益性上卻沒有同等的贊同度，而整體網站設計卻是贊同學習助益性，但功能完備性稍嫌不足。
（2） 學習者使用教學網站前的需求與使用後的需求在部分題目上有顯著差異，大多是使用前的需求高於使用後的需求。
（3） 使用教學網站前的需求和使用頻率在「比賽規則的說明」和「創造力與發明等議題的相關網站連結」達到顯著正相關；使用後的需求和教學網站使用行為在「提問功能」、「搜尋功能」和「歷屆討論資料」達到顯著正相關；另外探討使用教學網站前、後的需求，何者與使用頻率較為相關，發現只有超導討論區中使用後的需求重要性對教學網站使用頻率較使用前相關。
（4） 教學網站使用頻率與學習助益性所有比較題目達顯著正相關，表示使用頻率越高，感知的學習助益性也越大。
（5） 影響學生選擇溝通偏好的原因大多是便利性、科技支援度、問題解決度、溝通正確性等。
（6） 影響學生採用學習歷程記錄與反思工具的方式與原因大都是考量呈現完整性、使用習慣、科技支援度、彙整快速性等因素，其中最偏好「先紙筆記錄，再上傳或轉貼至創意筆記區」的方式。
教學網站的建構應以學習助益性之評鑑為優先考量的概念，而非只著重在功能是否完備上；另外應時時考量學習者在使用教學網站過程中需求變動的現象，依照需求變動去修正教學網站的設計模式。最後本研究也認為教學網站設計者或指導者不需強迫學習者使用某些教學網站功能，因其會採取自己偏好的方式去轉化科技的功能，同樣能達到輔助學習的目的。

Most instructional evaluation websites research stress the comprehensiveness of functions and based mostly on instructional system design models established from experts’ point of view. Currently, researches rarely consider learners’ needs, which is an important factor during technology adoption process. This study aimed to challenge prior pre-assumptions and develop six purposes: (1) To find out any differences existing between evaluating from a comprehensive function points of view and learning support of an instructional website. (2) To find out any learning needs differences between before and after interacting with a specific instructional website. (3) To find out the relationships between learning needs and the frequency of using an instructional website. (4) To find out the relationships between the frequency of using the instructional website and learners’ perceived learning support. (5) To understand learners’ preferences and reasons for using different communicational tools. (6) To understand the use patterns and reasons of learners using an online learning portfolio tool. This study adopted a survey research method and two waves of questionnaires were sent out to high school students who participated in the 5th Innovation Competition Using Superconductor for Magnetic Levitation. The results are summarized as follows:
(1) Significant results were obtained in some dimensions between evaluating from a comprehensive function points of view and learning support of the instructional website. Specifically, learners valued comprehensiveness of functions more than learning support when involved in the online learning portfolio tool. However, learners valued learning support more than comprehensiveness of functions when it comes to overall instructional website design.
(2) Significant differences were found in learning needs between before and after using the instructional website. Learners over-evaluated their needs before using the website.
(3) Learners’ use frequency in competition rules and innovation with invention websites correlated with learning needs before using the website while learners use frequency in asking questions, searching function, and previous BBS discussion archives were positively correlated with learning needs after using the website. Besides, this research find learners’ needs after using the instructional website is more correlated with use frequency than before use only in BBS discussion forum.
(4) Frequency of use and learners’ perceived learning support are positively correlated in all compared items.
(5) The main factors affected learners choosing different communicated tools are convenience, degree of technology support, potentials in solving problems, accuracy of conveying message, and so on.
(6) The factors affected the ways and reasons why learners used an online learning portfolio tool are comprehensive of information presentation, habits of use, quick compilation, and so on. Learners preferred to write down first the minute with papers and pens, and then uploaded or pasted to the online learning portfolio tool.
Based on the obtained data, it is suggested that instructional websites designers should consider learning needs prior to the comprehensiveness of functions factor. They should consider learning needs dynamically and revise instructional websites design models according to changing needs. Finally, instructional websites designers or instructors should not compel learners to use the instructional websites because learners tend to choose their own way to adopt or transfer technology functions for its own good.

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