本研究的主要目的在探往網路進修環境中，在職教師參與進修的成就與網路使用 時間的關係，並進一步探討線路進修系統追蹤時間的意義或價值。本研究首先發展一網路教 師進修系統，系統主要包括四個部份：線上進修課程、線上評量模組、使用追蹤模組、及系 統管理模組。研究復以200名國小教師為對象，利用前述系統的線上課程進行進修活動，由 使用追蹤模組自動紀錄個別教師瀏覽課程的時間，線上評量模組用來蒐集教師參與進修前及 進修後成就的資料，研究資料經半淨相關統計分析後發現：網路進修成就和網路使用時間有 顯著的半淨相關，相關數值等於0.1986，代表教師參與網路進修後的成就，在排除進修前成 就的解釋量後，與追蹤的網路使用時間有關，唯關聯程度較小，詮釋追蹤網路使用時間的意 義時應有所保留。

　　　　　This study is to investigate the relationship between the traced spent time and the attainment of teachers in web-based in-service education. A system to support web-based in-service education was developed. It contained four main components: on-line course, learning tracing module, on-line testing module, and on-line management module. Two hundred elementary teachers from Kao-Hsiung city were selected as subjects to take the on-line course. Teachers' spent time was traced by the learning tracing module. Their pre-and post-attainment were collected by the on-line testing module. The data were examined using a semi-partial correlation analysis. It was found that there existed significant positive correlation between spent time and attainment while teachers were involved in web-based in-service education. However, the correlation coefficient was low as .1876. It is suggested using spent time to estimate attainment in web-based in-service education may not be reliable.