THE EDUCATIONAL VALUE OF 4-H ACTIVITIES AS PERCEIVED BY LOUISIANA 4-H AGENTS

Abstract

The purpose of this article was to identify a potentially useful theoretical framework to classify learning strategies and to determine specific learning tactics that may be useful in a distance education environment. Although a variety of taxonomies describe and classify student learning, McKeachie, Pintrich, Lin, and Smith (1986) proposed a taxonomy that encompasses the cognitive, metacognitive, and resource management aspects of learning. In this article, this model served as the theoretical framework to further identify specific learning tactics that may be useful in a distance education environment. In terms of specific cognitive strategies, note-taking was the only tactic found to distinguish between achievement levels. Metacognitive strategies including planning, monitoring, and self-regulation distinguished between achievement levels of students. Resource management strategies such as learning schedules, quality studying, motivation, and communicating with the instructor also distinguished between achievement levels of students. Although several specific tactics have been identified as predictors of student success, a paucity of research involving adult students in distance education environments was prevalent. Thus, research is needed to test experimentally the proposed theoretical framework and specific learning tactics in a distance education environment.