數學被認為是高等教育的重要課題，大多數的大學學位都需要數學技能，因此可以作為科學，工程或技術等許多領域職業的入門。儘管數學技能相當重要，以及有很多的好處，但許多學生仍然表示不喜歡和數學有關的課程，因為他們過去有許多失敗的數學學習經驗，以及會引發壓力和焦慮。
「自律學習(Self-regulated learning)」是近二十年來逐漸受到教育領域重視的議題，許多學者紛紛提出自律學習的研究，並且驗證了自律學習的成效性。然而，對於多數學生而言，要憑藉個人的力量來完成自律學習是一件困難的事。因此，本研究開發了一個線上學習環境，並導入「社會自律學習」的引導機制，透過同伴的力量來協助學生達成自律學習的目標。同時，在本研究中設計一個實驗，來分析此學習環境對於學生在學習成就與態度的影響。另外，本研究將結合雲端科技，完整記錄學生在真實環境及數位環境的學習歷程，以作為分析學生學習行為的依據。為了瞭解導入「社會自律學習方法」的線上學習環境對學生的助益，本研究以高中的數學科的「排列組合」單元進行設計實驗，參與對象為高中一年級二個班，共62位學生；其中一個班為實驗組、另一個班為控制組。實驗組導入社會自律學習方法的線上學習模式，控制組使用傳統的線上自律學習模式。由實驗的結果顯示，導入社會自律學習方法的線上學習模式，有助於提升學生的數學學習成效與學習動機；此外，這樣的學習模式，學生亦有較多的的線上學習行為。

Math is an important issue regarded as higher education. Most of university degrees need it and also be like the key of enter the professional field as science, engineer, technologic and so on. Though math skill is quit important and useful, there still have lots of students dislike the math courses. The reason that they dislike math can be understood that they had frustration experience during learning math in the past. That experience makes students become anxiety and under pressure as they learning math. In recently 20 years “self-regulated learning” issue becomes more and more important. Many scholars start to show up their “self-regulated learning” study, and verification its effectiveness. However Self-regulated learning is difficult thing for the most students to do by the self-work. Therefore this study development online learning environment, there will use social self-regulated learning as the guide, and achieve the self-regulated learning goal by cooperation with mates. Moreover, an experiment was designed in the study to analysis affect between learning environment to learning achievement and attitude. In the other hand, there has combine the “Cloud Technology” to recording students’ status and be the basis to analysis their behavior. To examine the effectiveness of the proposed approach, an experiment was conducted in a math learning activity of an senior high school using the developed system. The participants were two classes of 62 first grade students. One classes were assigned to the experimental group, while the other were the control group. The students in the experimental group used the social self-regulated learning mode, and the control group learned with the conventional self-regulated learning mode. According to the result, social self-regulated learning mode can improve students learning motivation and math learning effectiveness. In addition, under this kind of on line learning, students also have more sequential behavior.

Alexiou, A., & Paraskeva, F. (2010). Enhancing self-regulated learning skills through the implementation of a e-portfolio tool. Procedia Social and Behaviorial Science, 2, 3048–3054.
Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students’ learning with hypermedia? Journal of Educational Psychology, 96(3), 523–535.
Azevedo, R., & Hadwin, A. F. (2005). Scaffolding self-regulated learning and metacognition–implications for the design of computer-based scaffolds. Instructional Science,33(5-6), 367–379.
Azevedo, R., & Jacobson, M. (2008). Advances in scaffolding learning with hypertext and hypermedia: a summary and critical analysis. Educational Technology Research & Development, 56(1), 93–100.
Azevedo, R., Johnson, A., Chauncey, A., & Burkett, C. (2010). Self-regulated learning with MetaTutor: advancing the science of learning with MetaCognitive tools. In M. Khine, & I. Saleh (Eds.), New science of learning: Computers, cognition, and collaboration in education (pp. 225–247). Amsterdam: Springer.
Azevedo, R., Moos, D. C., Greene, J. A., Winters, F. I., & Cromley, J. G. (2008). Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research and Development, 56(1), 45–72.
Bannert, M., & Mengelkamp, C. (2008). Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalization method affect learning? Metacognition and Learning, 3(1), 39–58.
Benson, A. (2002). Using online learning to meet workforce demand: A case study of stakeholder influence. Quarterly Review of Distance Education, 3(4), 443−452.
Carliner, S. (2004). An overview of online learning (2nd ed.). Armherst, MA: Human Resource Development Press.
Conrad, D. (2002). Deep in the hearts of learners: Insights into the nature of online community. Journal of Distance Education, 17(1), 1−19.
Bakeman, R., & Gottman, J. M. (1997). Observing interaction: An Introduction to sequential analysis(2nd ed.). New York, NY: Cambridge University Press.
Bergin, S., Reilly, R., & Traynor, D. (2005). Examining the role of self-regulated learning on introductory programming performance. ICER ‘05 proceedings of the first annual conference on international computing education research (pp. 81–86).
Brecht, H. D., & Ogilby, S. M. (2008). Enabling a comprehensive teaching strategy: Video lectures. Journal of Information Technology Education, 7, 71–86.
Carroll, J. B. (1989). The Carroll model: A 25 years retrospective and prospective view. The Educational Researcher, 18(1), 26–31.
Cennamo, K. S., Ross, J. D., & Rogers, C. S. (2002). Evolution of a web-enhanced Course: incorporating strategies for self-regulation. Educause Quarterly, 25(1), 28－33.
Chang, K. E., Wu, L. J., Weng, S. E., & Sung, Y. T. (2012). Embedding game-based problem-solving phase into problem-posing system for mathematics learning. Computers & Education, 58(2), 775–786.
Chen, C. M., & Wu. C. H. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computers & Education, 80, 108–121.
Delen, E., Liew, J.& Willson, V. (2014). Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments. Computers & Education, 80, 312–320.
Friedman, T.(2006). The world is flat(2nd ed.). New York: Farrar, Straus, and Giroux.
Gabriel L. M,, Gilberto L. (2007). Computer support for learning mathematics: A learning environment based on recreational learning objects Computers and Education, 48, 618–641.
Georgia Lazakidou, Symeon Retalis (2010), Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics, Computers & Education, 54, 3–13.
Gunawardena, C., Lowe, C., & Anderson, T. (1997). Analysis of global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research 17(4), 397–431.
Guskey, T. (1980). Mastery learning: Applying the theory. Theory Into Practice, 19(2), 104–111.
Hannafin, M. J. (1985). Empirical issues in the study of computer-assisted interactive video. Educational Communication and Technology Journal, 33(4), 235－247.
Hartsell, T., & Yuen, S. (2006). Video streaming in online learning. AACE Journal, 14(1), 31－43.
Heinrich, C. J. (2015). The role of performance management in good governance and its application in public education. Employment Research, 22(3), 2.
Hiltz, S. R., & Turoff, M. (2005). Education goes digital: The evolution of online learning and the revolution in higher education. Communications of the ACM, 48(10), 59−64.
HomeKay, R. & Kletskin, I. (2012). Evaluating the use of problem-based video podcasts to teach mathematics in higher education, Computers & Education, 59, 619–627.
Hou, H. T., Chang, K. E., & Sung, Y. T. (2008). Analysis of Problem-Solving-Based Online Asynchronous Discussion Pattern. Educational Technology & Society, 11 (1), 17-28.
Howland, J. J., & Moore, J. L. (2002). Student perceptions as distance learners in internet-based courses. Distance Education, 23, 183–197.
International Association for the Evaluation of Educational Achievement. (2003). Trends in International Mathematics and Science Study (TIMSS), 1995, 1999, and 2003. Boston: Author.
Jitendra, A. K., Griffin, C. C., Haria, P., Leh, J., Adams, A., & Kaduvettoor, A. (2007). A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving. Journal of educational psychology, 99(1), 115–127.
Kalyuga, S., Chandler, P., & Sweller, J. (2001). Learner experience and efficiency of instructional guidance. Educational Psychology, 21, 5–23.
Kauffman, D. F. (2004). Self-regulated learning in web-based environments: instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs. Journal of Educational Computing Research, 30, 139－161.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based,experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.
Kizilcec, R., Pérez-Sanagustín, M., & Maldonado, J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in massive open online courses. Computers & Education, 104, 18–33.
Kumar, D. D. (2010). Approaches to interactive video anchors in problem-based science learning. Journal of Science Education and Technology, 19(1), 13–19.
Land, S. M., & Greene, B. A. (2000). Project-based learning with the World Wide Web: a qualitative study of resource integration. Educational Technology Research and Development, 48(1), 45–67.
Leroy N., & Bressoux P. (2016). Does amotivation matter more than motivation in predicting mathematics learning gains? A longitudinal study of sixth-grade students in France. Contemporary Educational Psychology 44-45, 41–53.
London Mathematical Society. (1995). Tackling the mathematics problem. London: LMS.
McCrudden, M. T., & Schraw, G. (2007). Relevance and goal-focusing in text processing. Educational Psychology Review, 19(2), 113–139.
Merkt, M., & Schwan, S. (2014). Training the use of interactive videos: effects on mastering different tasks. Instructional Science, 42, 421－441.
Merkt, M., Weigand, S., Heier, A., & Schwan, S. (2011). Learning with videos vs. learning with print: the role of interactive features. Learning and Instruction, 21(6), 687–704.
Molenaar, I., Roda, C., Boxtel, C., & Sleegers, P. (2012). Dynamic scaffolding of socially regulated learning in a computer-based learning environment. Computers & Education, 59, 515–523.
Petty, L. C., & Rosen, E. F. (1987). Computer-based interactive video systems. Behavior Research Methods, Instruments, & Computers, 19(2), 160–166.
Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544–555.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451e502). San Diego, CA: Academic Press.
Ponce, H. R., & Mayer, R. E. (2014). Qualitatively different cognitive processing during online reading primed by different study activities. Computers in Human Behavior, 30, 121－130.
Rosenberg, M. J., 2001. E-learning Strategies for Delivering Knowledge in the Digital Age. New York: McGraw-Hill.
Sariscsany, M. J., & Pettigrew, F. (1997). Effectiveness of interactive video instruction on teacher's classroom management declarative knowledge. Journal of Teaching in Physical Education, 16(2), 229-240.
Schoenfeld, A. H. (2002). Making mathematics work for all children: issues of standards, testing, and equity. Educational Researcher, 31(1), 13–25.
Schunk, D. H., & Zimmerman, B. J. (Eds.) (1994). Self-regulation of learning and performance:Issues and educational applications.Hillsdale, NJ: Erlbaum.
Schwan, S., & Riempp, R. (2004). The cognitive benefits of interactive videos: learning to tie nautical knots. Learning and Instruction, 14(3), 293－305.
Shephard, K. (2003). Questioning, promoting and evaluating the use of streaming video to support student learning. British Journal of Educational Technology, 34(3), 295–308.
Sun, J. C.-Y., Kuo, C.-Y., Hou, H.-T., & Lin, Y.-Y. (2017). Exploring learners’sequential behavioral patterns, flow experience, and learning performance in an anti-phishing educational game. Educational Technology & Society, 20(1), 45-60.
Sun, Z.& Xie, K. (2018). The role of self-regulated learning in students' success in flipped undergraduate math courses. The Internet and Higher Education, 36, 41–53.
Thompson, D. R., Senk, S. L., Witonsky, D., Usiskin, Z., & Kaeley, G. (2005). An evaluation of the second edition of UCSMP Transition Mathematics. Chicago: University of Chicago, School Mathematics Project.
Wang, S. L., & Hwang, G. J. (2012). The role of collective efficacy, cognitive quality, and task cohesion in computer-supported collaborative learning (CSCL). Computers & Education, 58(2), 679-687.
Wang, T. H. (2010). Web-based dynamic assessment: Taking assessment as teaching and learning strategy for improving students' e-learning effectiveness. Computers & Education, 54(4), 1157–1166.
Wang, T. H. (2014). Developing an assessment-centered e-learning system for improving student learning effectiveness. Computers & Education, 73, 189–203.
Wieling, M. B., & Hofman, W. H. A. (2010). The impact of online video lecture recordings and automated feedback of student performance. Computers & Education, 54(4), 992–998.
Winne, P. H., & Hadwin, A. F. (2010). Self-regulated learning and socio-cognitive theory. In B. McGaw, E. Baker, & P. Peterson (Eds.), International encyclopedia of education (3rd ed.)., New York.
Wu, W.- C. V., Chen Hsieh, J. S., & Yang J. C. (2017). Creating an Online Learning Community in a Flipped Classroom to Enhance EFL Learners’ Oral Proficiency. Educational Technology & Society, 20 (2), 142–157.
Yew, E. H., & Yong, J. J. (2014). Student perceptions of facilitators’ social congruence, use of expertise and cognitive congruence in problem-based learning. Instructional Science, 42, 795-815.
Zamzuri, N. H., Shahrom, M., Kasim, E. S., Nasir, H. M., & Mamat, M. N. (2012). The role of cognitive styles in influencing the users' satisfaction on e-learning system. 3rd International Conference on E-Learning (Icel 2011). 67. 3rd International Conference on E-Learning (Icel 2011) (pp. 427–435).
Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: assessing the impact of interactive video on learning effectiveness. Information &Management, 43(1), 15-27.
Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15–27.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339.
Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical background methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183 2008.
Zimmerman, B. J., Bonner, S., & Kovach, R(1996). Developing self-regulated learner : Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.
Zimmerman, B. J.& Martinez-Pons, M. (1990). Student difference in self-regulated learning : Relating Grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.
Zimmerman, B. J., & Schunk, D. E. (Eds.) (1989). Self-regulated learning and academic achievement: Theory, research, and practice. New York: Springer-Verlag.
Zimmerman, B. J. (2000). Attaining self-regulated learning: a social-cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of selfregulation (pp. 13－39). San Diego, CA: Academic.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166-183.