Learner-Directed Model Impact on e-Learning

Striking a balance between the degree of control a student exerts and the amount of active or passive direc-tion provided by the learning environment to support, and motivate the learner is a difficult challenge. This study looks into students who actively take charge of their education, and receive little to no support from the online learning environment. A ‘Learner-directed model” was used for the Experimental Group and a “Linear model “was given to the Control Group. Experiential Learning Theory (ELT) and Self-Regulated Learning (SRL) theory served as the foundation for the development of the model. Based on the Learner-directed model for the Experimental Group, one unit of material from an online Introduction to Java Pro-gramming course has been modified. A total of ۳۵ volunteers (N = ۳۵) participated in the study, and they were randomly assigned to one Experimental Group and one Control Group. The following tools were utilized to evaluate students' domain knowledge, meta-knowledge, and attitudes for their overall learning experience: pre/posttests, surveys, follow-up interviews, and log file analysis. The findings indicated that students in the experimental group with the learner-directed model experienced overall learning at a higher level and had better attitudes than students in the control group.

کلیدواژه ها:

“Self-regulated learning” ، “learner-directed model” ، “learner preferences” ، “instructional de-sign” ، “learning design”.