Jelfs, Anne and Richardson, John T. E.
PDF (Accepted Manuscript)
- Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
|DOI (Digital Object Identifier) Link:||https://doi.org/10.1080/03075070903222666|
|Google Scholar:||Look up in Google Scholar|
There is little systematic evidence on the experience of disabled students in higher education. In this study, equal numbers of disabled and nondisabled students taking courses with the UK Open University were surveyed with regard to their approaches to studying and perceptions of the academic quality of their courses. Students with dyslexia or other specific learning difficulties, students with mental health difficulties and students with fatigue were more likely to exhibit a surface approach and less likely to exhibit organised studying than were nondisabled students. In the first two groups, this was associated with lower ratings of the quality of their courses. Nevertheless, the differences were not large, either in absolute terms or in the proportion of variance in the students' scores that they explained. The impact of disability on students' perceptions of the academic quality of their courses and on their approaches to studying appears to be relatively slight.
|Item Type:||Journal Article|
|Copyright Holders:||2010 Society for Research into Higher Education|
|Keywords:||approaches to study; Course Experience Questionnaire; disability; distance education; student learning|
|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:||Users 9 not found.|
|Date Deposited:||15 Dec 2009 14:38|
|Last Modified:||07 Feb 2017 14:07|
|Share this page:|
Download history for this item
These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.