本研究主要探討在線上文字註記環境中，全面／序列型認知風格對註記自我效能、線上註記行為、學習策略及學習表現之預測力，以及註記自我效能、線上註記行為與學習策略之相關性。共計94位高職生參與本研究，使用「線上註記系統（Come2Anno）」進行註記。本研究採用質與量的研究方法進行統計分析。在質化部分，使用內容分析法以瞭解學習者的線上註記行為品質及學習表現；在量化部分，使用問卷調查法以瞭解學習者之認知風格、註記自我效能及學習策略。
本研究結果顯示，線上文字註記環境中：（1）全面／序列型認知風格對註記自我效能不具預測力，但全面型認知風格因為與線上環境較適配，故對註記次數、整體註記品質、深層學習策略及學習表現具有顯著預測力。（2）註記自我效能對註記次數、整體註記品質、學習策略及學習表現具有顯著預測力。（3）深層註記、整體註記品質及註記次數對學習表現具有顯著預測力。（4）深層學習策略與「連結」及「摘要」之註記有顯著正相關。最後本研究依據研究結果進行討論，並針對教師教學、數位學習系統設計及後續研究提出相關建議。

This study attempted to investigate the role of global-sequential cognitive style in annotation self-efficacy, online annotation, deep/surface learning strategies and learning performance, as well as the relationship among annotation self-efficacy, online annotation, learning strategy and learning performance in online text-based annotation environment. There were ninety-four students enrolled in the course of this study. Both qualitative and quantitative methods were applied for data analysis. The content analysis was used to analyze the students’ on-line annotation and performance, while questionnaires were used to analyze the students’ cognitive styles, annotation self-efficacy and learning strategies.
The result showed that (1) students’ global cognitive style which adapted to the online text-based annotation environment significantly predicted both the quantity and quality of online annotation, deep learning strategies, and performance, while there is no significance for annotation self-efficacy. (2) Annotation self-efficacy significantly predicted both the quantity and quality of online annotation, learning strategies, and performance. (3) Both the quantity and quality of online annotation , and deep online annotation behavior significantly predicted performance. (4) Deep strategies were positively correlated with the “related to” and “summary” annotation. Finally, the implications and suggestions for teaching as well as instructional system design, and future research were provided.

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