Richardson, John T. E.
|DOI (Digital Object Identifier) Link:||https://doi.org/10.1177/1474022208098303|
|Google Scholar:||Look up in Google Scholar|
The experiences of students taking the same courses in the humanities by distance learning were compared when tutorial support was provided conventionally (using limited face-to-face sessions with some contact by telephone and email) or online (using a combination of computer-mediated conferencing and email). The Course Experience Questionnaire and the Revised Approaches to Studying Inventory were administered in a postal survey to 1264 students taking two different courses with the UK Open University. There were no significant differences between the students who received face-to-face tuition and those who received online tuition either in their perceptions of the academic quality of their courses or in the approaches to studying that they adopted on those courses. Provided that tutors and students receive appropriate training and support, course designers in the humanities can be confident about introducing online forms of tutorial support in campus-based or distance education.
|Item Type:||Journal Article|
|Copyright Holders:||2009 SAGE Publications|
|Keywords:||approaches to studying; blended learning; distance education; face-to-face tuition; online tuition; perceptions of academic quality|
|Academic Unit/School:||Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Colin Smith|
|Date Deposited:||01 May 2009 09:07|
|Last Modified:||07 Feb 2017 11:15|
|Share this page:|