This research aims to develop a Metacognition strategy for Web-Based Instruction (WBI) to stimulate reflective questions in biology learning to run Frontpage Feedback System (FFS) embedded in web pages, and thus to evaluate the influence of this internet-teaching style on biology learning among freshmen. According to the questionnaire survey, we found that FFS induced more effective learning than traditional teaching. This teaching program changed the students' learning achievements by up to 81%, and they became more active in their learning processes. Moreover, the study demonstrated that the FFS triggered four dimensions of Metacognition: (a) Purpose-setting, (b) Self-modifying, (c) Self-monitoring, and (d) Self-evaluation, thus enhancing the students' learning. From interviewing six participants, we found that with FFS, learners actively and easily embraced "thinking, generalization, analysis and internalization" in their learning. In addition, in the Internet learning environment, the FFS fulfilled the function of teacher supervision and class question-answer responses similar to that of a traditional teaching situation. Learners were more active in answering questions and interacting with teachers. In comparing responses to the answers of the same questions, the student's answers using this system were broader and deeper than that of the traditional learning environment. From these viewpoints, this teaching style enabled learners to develop positive and effective learning habits and attitudes, and thus facilitated more meaningful learning. This system is worth incorporating by WBI designers