This article deals with concepts and realities of validity such as learning strategies and styles, as well as the concept of meta-hosting. It also raises the question whether it can be used to inform educational design in eLearning activities and virtual learning environments (EVA). S e highlights the role of meta-hosting in eLearning all in view of the selection, sequencing and organisation of content, taking into account learners’ specific characteristics and learning situations. The self-taught and supportive nature of autonomous learning, as they possess us and no one, requires, more than any other, a good knowledge of their own resources to learn. But is it possible, or easy, to induce elements that increase this unavoidable and pervasive role of the apprentice in these settings? Com, or with which cognitive tools or tools for regulating one’s own knowledge? Under what criteria or conditions could elements for controlling the cognitive activity of subjects be incorporated into El Earning’s activities? Can teaching guides and specifically part of the learning design specifications fulfil these functions? Under what criteria or conditions? These are the questions we are asking. In terms of learning poles, the following questions are raised: With the information available to ERCA, we would be able to define the traits of an appropriate learning style for EVA, or rather whether they need to be taken into account in the instru c design. Is there therefore a substandard culture in the direction of observing and knowing how to learn from pupils in order to guide teaching in the direction of improving the learning conditions of EVA or making them at least possible? What can be essential ingredients of the learning environment, and of the unsuccessful design, to perform that function?