| Summary: | 碩士 === 國立臺灣師範大學 === 應用電子科技學系 === 98 === As the fast development of web knowledge sources are no longer limited to classroom teachers teach, learners tend to play the traditional teaching of the role of passive learning and teaching are just one way to imparting knowledge to learners, so learners often over-reliance on teaching , leading to a lack of autonomous learners ability to think. A learner can carry out effective self-learning is the key to influence the effectiveness of online learning. In this study, the personalized online learning systems, build a self-learning monitoring and detecting mechanisms to assist teachers with real-time monitoring the learning performance, and thus to give timely feedback to enhance the online learning performance. In this study, fourth-grade students in Taoyuan County Elementary School were divided into one experimental group and one control group in this experiment. Experimental group used the personalized e-learning system with identifying self-regulated learning style mechanism, PELS-ISRLSM, proposed by this study; control group used personalized e-learning system with self-regulated learning monitoring mechanism, PELS-SRLMM (Chen, 2009). The experimental treatment of two weeks the "Fraction" unit of Mathematics to explore the research and development of PELS-ISRLSM in supporting self-learning is better than the PELS-SRLMM. The results showed that both the use of PELS-ISRLSM or PELS-SRLMM right to self-learning, improve their learning outcomes reached significant difference; but using PELS-ISRLSM system performance of learners in self-regulation is better than using the PELS-SRLMM system learners and the ability to enhance self-discipline are significantly different; learners of different gender and learning outcomes of their self-regulated ability was part of the correlation can predict the effectiveness of learning through the self-regulated ability.
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