| Summary: | 碩士 === 臺北市立教育大學 === 課程與教學研究所 === 96 === The purpose of the study was to investigate the process and the effects of scaffolding strategies that teacher used to enhance students, self-regulated learning in a web project-based learning environment. The study took action research approach and used two cycles of project-based learning in a web learning site. During the process, teacher facilitated students’ learning with scaffolding strategies for self-regulated learning in the first cycle, and then students applied the skills on the web platform in the second cycle. Both quantitative and qualitative data gathering and analysis were used in the study.
The results of this study were as follows:
1. The result showed that only self-reinforcement and persistence subscale reached a significant difference level.
2. The design of web project-based learning approach had a limited effect on students, use of self-regulated learning strategies.
3. Subject teacher needed more time and support in order to promote or change students, self-regulated learning abilities in a short time.
4. Scaffolding strategies had a positive effect for students if they are provided timely.
5. Students, attitude to project-based learning had a significant change in the web project-based learning.
According to the results, the study presented several suggestions for the further research.
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