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The Model of Strategic e-Learning: Understanding and Evaluating Student e-Learning from Metacognitive Perspectives
ARTICLE

Journal of Educational Technology & Society Volume 12, Number 1, ISSN 1176-3647 e-ISSN 1176-3647

Abstract

This paper presents the Model of Strategic e-Learning to explain and evaluate student e-learning from metacognitive perspectives. An in-depth interview, pilot study and main study are employed to construct the model and develop an instrument--the Online Learning Strategies Scale (OLSS). The model framework is constructed and illustrated by four dimensions of characteristics of e-learning environments and three core domains (perceived-skill, affection and self-regulation) of student e-learning strategies. This study also tries to identify and analyze elements corresponding to each domain strategy. Based on this model, the OLSS finally contains 20 items with good construct validity and reliability. This instrument provides a diagnostic instrument for e-learning researchers, system designers, curriculum developers and instructors to evaluate students' e-learning strategies in their experiment, design and development. This study concludes by presenting several future research directions. (Contains 7 tables and 1 figure.)

Citation

Tsai, M.J. (2009). The Model of Strategic e-Learning: Understanding and Evaluating Student e-Learning from Metacognitive Perspectives. Journal of Educational Technology & Society, 12(1), 34-48. Retrieved May 24, 2019 from .

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