摘要：AbstractThe current study aimed to explore the effectiveness of e-training programs tailored to teachers’ cognitive styles and the influence of intrinsic motivation, learning strategies, and metacognition in an e-learning environment. The topic of the programs was the use of digital technology in education. The research was carried out in secondary schools in Southern Italy. ANOVA results showed that learning outcome was significantly affected by the above-mentioned factors. Path analysis results supported for the expected indirect effect of metacognition and self-regulated learning on achievement. The final goal was the identification of proposals for reshaping the future training of e-teachers.
