The model of strategic e-Learning: Understanding and evaluating student e-learning from metacognitive perspectives

Meng Jung Tsai*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

82 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)34-48
Number of pages15
JournalEducational Technology and Society
Volume12
Issue number1
Publication statusPublished - 2009 Jan
Externally publishedYes

Keywords

  • E-learning
  • E-learning model
  • E-learning strategies
  • Evaluation
  • Strategic e-learning

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science
  • Engineering(all)

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