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ERIC Number: EJ833415
Record Type: Journal
Publication Date: 2009
Pages: 15
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1436-4522
The Model of Strategic e-Learning: Understanding and Evaluating Student e-Learning from Metacognitive Perspectives
Tsai, Meng-Jung
Educational Technology & Society, v12 n1 p34-48 2009
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.)
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan