本研究旨在運用反思提示鷹架策略以輔助大學生網路為主的資訊問題解決活動的進行，探討其對大學生資訊問題解決能力及學習成效之影響；並進一步撤除鷹架，深入探討其延宕效果。研究對象為76位大二教育學系學生，採準實驗研究「等組前後測設計」，將學生隨機分派到三組「無反思提示組」、「有反思提示無回應組」及「有反思提示及回應組」。研究結果發現「有反思提示及回應組」的學生在網路為主之資訊問題解決能力學習成效之立即與延宕效果均顯著優於「無反思提示組」及「有反思提示無回應組」的學生；在資訊問題解決能力方面，「有反思提示及回應組」的學生在「搜尋資訊」面向之立即成效優於有反思提示無回應組學生，而在撤除鷹架策略後，其在「定義資訊問題」面向之延宕成效亦優於有反思提示無回應組學生。

The purpose of this study was to investigate the learning effects of reflection prompts in scaffolding undergraduates' web-based information problem solving processes. The subjects were 76 sophomores who were studying in the Department of Education. They were randomly divided into three groups under different prompting conditions, including no reflection prompts, reflection prompts without asking students to answer, and reflection prompts with asking students to answer in a web-based learning environment. The main findings were including that students in the group of reflection prompts with asking them to answer have higher scores on the immediate learning effects and follow-up learning effects than students in the other groups. Students in the group of reflection prompts with asking them to answer have higher scores on the information problem solving abilities than students in the group of reflection prompts without asking them to answer.