Nowadays, online learning is already ubiquitous in the education of most countries and is one of the fastest-growing trends in the use of educational technology. However, despite literature on the effectiveness of online learning, little is known about the influence of student media literacy on effective learning outcomes in online learning. The present study tried to fill this research gap by exploring the effect of the four-factor construct of media literacy on effective learning outcomes that were measured by focusing on how students perceived their overall learning outcomes in online learning. Data were collected in a sample of 421 undergraduate students from 32 universities in Vietnam. The results of the structural equation modeling indicated that except for functional prosumption, the remaining three factors of media literacy (functional consumption, critical consumption, and critical prosumption) had significant positive effects on perceived learning outcomes. Critical prosumption was found to be the most powerful significant influence on student learning outcomes in the online learning environment. The findings provide some significant practical implications for stakeholders in setting up strategic plans for increasing the effectiveness of online classes.

如今，在线学习已经在大多数国家的教育中无处不在，并且是教育技术使用增长最快的趋势之一。然而，尽管有关于在线学习有效性的文献，但关于学生媒体素养对在线学习有效学习成果的影响知之甚少。本研究试图通过探索媒体素养的四因素结构对有效学习成果的影响来填补这一研究空白，有效学习成果是通过关注学生如何看待在线学习中的整体学习成果来衡量的。数据收集自越南 32 所大学的 421 名本科生样本。结构方程建模的结果表明，除功能假设外，媒体素养的其余三个因素（功能性消费、批判性消费和批判性消费）对感知学习成果具有显着的积极影响。发现批判性假设对在线学习环境中的学生学习成果具有最强大的显着影响。这些发现为利益相关者制定提高在线课程有效性的战略计划提供了一些重要的实际意义。