自我調整學習（self-regulated learning）一直以來在教育心理學領域中是頗受重視的一個主題，許多研究證實自我調整學習是成功學習的關鍵。隨著數位科技與網路的普及化，學校教師的重要任務之一就是要協助學生運用數位科技發展主動學習之能力，促使學生成為自我調整的學習者。本研究根據自我調整學習的理論與特性，依循整合科技與媒體ASSURE教學設計模式分別設計以「學生」及以「教師」為中心之二種數位學習方案，實際融入高職餐旅服務口布實作課程教學中。本研究採準實驗研究法，研究對象為桃園縣某私立高職餐旅群學生，研究目的欲探討不同的數位學習方案對高職學生學習成效與實作技能自我調整學習之影響，以及瞭解學生對於數位學習方案的接受度與滿意度。研究結果顯示，實驗組以「學生」為中心，運用平板電腦自我步調學習 (self-paced learning )之數位學習方案，較控制組以「教師」為中心，運用電腦、單槍投影多媒體教材之數位學習方案能有效提升學生的學習成效與滿意度，且二者數位學習方案皆能有效促進學生實作技能自我調整學習。在實作技能自我調整學習各構面（包括動機、認知與後設認知）當中，實驗組與控制組二組之數位學習方案皆有助於學生動機與認知能力之提升，唯後設認知能力二組皆無法有效提升。整體而言，實驗組以學生為中心，運用平板電腦自我步調學習之數位學習方案除了能有效提升學生學習效能外，亦協助教師達到有效教學之目的。此研究結果希望能夠提供給教育現場中的教師作為未來教學及相關研究之參考。

Self-regulated learning has been a popular issue in the field of educational psychology. Many studies have confirmed that self-regulated learning is considered to be the key to successful learning. With the popularization of digital technology and the Internet, one important task for teachers is to help students apply digital technology and self-regulated ability in the development of active learning, and encourage students to become self-regulated learners. In this study, according to self-regulated learning theory and features, we designed two different types of e-learning programs: student-centered and teacher-centered ones respectively based on ASSURE model. We integrated the programs into curriculum design and implemented the programs in the Hospitality Services napkin classes. A quasi-experimental design was conducted and the experimental subjects are students in the private Hospitality Vocational High School in Taoyuan County. This study aims to explore the influences of two different digital learning programs on students in terms of learning performance, self-regulated learning of practical skills as well as perception and satisfaction toward digital learning and teaching. The results showed that the experimental group, using the student-centered digital learning program to achieve self-paced learning by tablets can be more effective in increasing students’ learning performance and also learning and teaching satisfaction compared with the controlled group, using teacher-centered multimedia such as computer and projector. Moreover, both e-learning programs could improve students’ self-regulated learning of practical skills in which students’ cognitive ability and learning motivation were enhanced. On the whole, the student-centered program in which students achieved self-paced learning via tablets enables both students and teachers to increase learning and teaching efficiency. We hope to provide beneficial references for teachers in the teaching field and future related research.

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