本研究目的為設計與建置網路化檔案評量系統內線上反思機制，以及評估線上反思機制對自我調整學習之影響。實驗對象為高職資料處理科二年級修習「網頁設計」的兩班學生。其中一班學生為實驗組（41人），使用網路化檔案評量系統進行反思；另一組學生為對照組（41人），使用紙本式學習歷程檔案進行反思；共82人，其中男生37人，女生45人。自我調整學習量表因素分析的累積解釋變異量接近80%，量表整體與各向度Cronbach’s α值皆達 .86以上，顯示量表具足夠的效、信度。研究結果為線上反思機制較佳的學習者其自我調整學習顯著優於較低的（p= .000），效果量屬低至中度關聯，顯示良好的線上反思機制較能提升自我調整學習。使用網路化檔案評量系統進行線上反思的自我調整學習顯著優於使用紙本式學習檔案進行反思（p < .05），效果量屬中度關聯，顯示使用網路化檔案評量系統進行線上反思對自我調整學習有顯著正面影響。

The study designed and constructed the online reflection mechanisms and evaluated their influences in learners’ self-regulated learning. The participants were two classes of students in the "Webpage Design" course at vocational-technical high schools. One class was the experimental group (41 students) using the Web-based portfolio assessment system (WBPA) in reflection writing, while the other class was the control group (41 students) using paper-based portfolio in reflection writing. There were totally 82 students with 37 males and 45 females. The accululated variance of factor analysis of selfregulated learning scale was approaching 80% and the Cronbach’s α of all aspects were greater than .86. This implied that the scale had，adequate validity and reliability. The results reveals that self-regulated learning of learners with higher satisfaction on the online reflection mechanism was better than those who with lower satisfaction (p = .001), while the effect size was "small to medium" correlative. It implies that the good mechanism of online reflection may facilitate learners’ self-regulated learning. Moreover, self-regulated learning of learners using the WBPA to perform online reflection was better than those who using paper-based portfolio (p < .05), while the effect size was "medium"correlative. It implies that using WBPA to perform online reflection may facilitate learners’ self-regulated learning.