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Field independence in higher education and the case of distance learning

Richardson, John T. E. (1998). Field independence in higher education and the case of distance learning. International Journal of Educational Research, 29(3) pp. 241–250.

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It has been postulated that student autonomy in distance education could be operationalized in terms of the cognitive style of field independence. While distance learning students often obtain high scores on field independence, this is also true of campus-based students. Field independence is not positively related to students’ course evaluations, their preference for independent learning, their course completion in distance education, nor their level of autonomy. Consequently, field independence is not useful for understanding experiences or attainment in distance education.

Item Type: Journal Item
ISSN: 0883-0355
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 49824
Depositing User: John T. E. Richardson
Date Deposited: 27 Jun 2017 13:18
Last Modified: 07 Dec 2018 10:52
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