DEVELOPMENT STUDY ON SUPPORTING STRATEGIES FOR LEANERS TASK SELECTION IN SELF-DIRECTED E-LEARNING ENVIRONMENT

Abstract

The purpose of this study is to develop learners task selection-supporting strategies in self-directed e-learning environment and examine their effects and optimality. To achieve the purpose, this study established the following two research questions: (1) developing learners task selection-supporting strategies and (2) verifying the effects and optimality of learners task selection-supporting strategies for self-directed learning. Further, the second research question comprised three subordinate research objectives: (1) investigating the effects of self-directed learning on learners task-selection accuracy, self-directed learning abilities, and learning achievements

(2) verifying the effect of learners task selection-supporting strategies on learners task selection decision making

and (3) investigating the optimality of learners task selection-supporting strategies in self-directed learning. In Research 1, this study drew relevant strategies based on literature review to develop strategies to support learners task selection in self-directed learning and then validate the strategies through experts primary and secondary reviews. Then, this study developed an e-learning program with the final strategies reflected and subsequently validated the program through prototype evaluation on the storyboards and through usability evaluation. In Research 2.1, this study selected 236 sixth-grade elementary school students and applied the e-learning program with the final strategies reflected to investigate the effects of learners task selection-supporting strategies on learners task selection accuracy, self-directed learning abilities, and learning achievements for self-directed e-learning. Path analysis revealed that task selection-supporting strategies had a significant effect on learners task selection accuracy in self-directed e-learning, while learners task selection accuracy had a significant effect on their learning achievements. In Research 2.2, this study collected data from 27 sixth-grade elementary school students to examine the effect of learners task selection-supporting strategies on learners task selection decision making in self-directed e-learning. One-way ANOVA revealed that task selection-supporting strategies did not have a significant effect on learners task selection decision making in self-directed e-learning. In Research 2.3, this study collected qualitative data from 27 sixth-grade elementary school students and confirmed the optimality of task selection-supporting strategies in self-directed e-learning, Overall, this study has great significance in that it developed strategies to support learners task selection in self-directed learning and confirmed their positive effects on learners task selection accuracy and learning achievements and even confirmatively analyzed the future direction of learners task selection strategies by comprehending the optimality of the strategies.