在現在的社會中，為達成以學習者為中心的學習型態，並且應付急遽變化的知識份量與變化速度，學習者本身的後設認知能力扮演了重要的角色。本研究以wiki作為學習工具，檢視學習者後設認知能力是否因此提升，並且探究學習者之知識信念，是否因為使用wiki而產生變化。為達成研究目的，研究一以44名大學生及研究生作為研究對象，設計不等組準實驗前後測之方法，以小組合作一份報告作為研究介入方式，並且使用問卷量表、質性訪談、與學習者反思紀錄為測量工具。研究一的結果經檢定後，顯示在使用wiki做為學習平台後，學生的後設認知能力及知識信念皆無顯著變化，且實驗組與控制組之間無顯著差異。由質化資料中推測小組合作模式不符合預期、且研究對象對於wiki工具認識並不清晰是主要原因。為探討研究一之結果，在研究二中仍以相同的44位大學生及研究生為對象，並給予受試者有關wiki的介紹與編輯建議，最後以訪談的方式蒐集資料。研究二結果顯示學習者透過wiki工具的使用，其後設認知能力將可增加，但知識信念改變仍不明顯。文末對於整體研究結果做一討論並為後續研究提出建議。

Knowledge varies fast and accumulates itself to a huge amount in a short time in current society. To be an active learner in such a society, one could take advantage of metacognition to deal with knowledge. Wiki, as a well-known Web 2.0 tool, could foster metacognition in learning and possibly change learner’s epistemological beliefs. Study 1 used wiki as an independent variable and a quasi-experiment design to see how metacognition and epistemological beliefs change after an intervention for 44 students enrolled in a teacher education class. Results of study 1 on two questionnaires, students’ blog entries, and interviews, show that there is no significant difference between using wiki or not. Following the results and discussions of study 1, study 2, given to the same class, assigned a second wiki activity with specific guidance and interviewed 5 students. The results of study 2 show that wiki work could raise some students’ metacognition, but not already-mature epistemological beliefs in them. Discussions and future research suggestions are included in the final section of this thesis work.

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