近年來由於網路科技的進展，使得Web 2.0自我學習受到許多人的注意。然而，學生可能會被迷失在這樣的情境，尤其當學生沒有能力自我調整學習時。為此，在本研究中，我們基於自我調整學習理論提出一個Web 2.0自我調整學習系統(Web 2.0 self-regulated learning, Web2SRL)。此Web2SRL系統主要能輔助學生在Web 2.0自我學習的情境下從事自我調整學習。更具體地，學生可以使用此系統閱讀其感興趣的部落格文章從而學習知識，其中學生可以利用此系統來調整他們的學習包含計畫、實施與反思。實驗一的結果顯示(1)此系統能夠成功地輔助學生在Web 2.0自我學習的情境下獲取知識，尤其是低成就學生；(2)學生認為此系統是有助於從事網路自我學習。實驗二的結果顯示(1)此系統的特色正向地影響學生採用此系統，特別是低成就學生；(2)此系統的採用正向地影響學生的學習成效知覺與學習滿意知覺。因此，我們認為此系統能夠扮演一個重要的角色輔助學生從事網路自我學習。

Web 2.0 self-learning has received a lot of attention in recent years due to the advance of Internet technologies. However, students may be disoriented in Web 2.0 self-learning contexts, especially when they are incapable of regulating their own learning. In this study, we apply self-regulated learning (SRL) theory to propose a Web 2.0 self-regulated learning (Web2SRL) system. The Web2SRL system supports student performance of SRL in Web 2.0 self-learning contexts. Specifically, students use the Web2SRL system to read RSS articles acquiring knowledge from blogs of interest, in which students can use the Web2SRL system to regulate their learning, including planning, practicing, and reflecting. The results of Experiment 1 show that (1) the Web2SRL system can successfully support student acquisition of knowledge in Web 2.0 self-learning contexts, in particular in the case of low-achieving learners; (2) students perceive the Web2SRL system useful in supporting Web 2.0 self-learning. The results of Experiment 2 indicate that (1) the features of the Web2SRL system positively influence students’ use of the Web2SRL system, particularly in the case of low-achieving students; (2) the use of the Web2SRL system has a positive influence on all students’ perceptions of learning effectiveness and learning satisfaction. We thus conclude that the proposed system can play an important role in supporting learners with Web 2.0 self-learning.

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