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Approaches to studying in distance education

Richardson, John T. E.; Morgan, Alistair and Woodley, Alan (1999). Approaches to studying in distance education. Higher Education, 37(1) pp. 23–55.

DOI (Digital Object Identifier) Link: https://doi.org/10.1023/A:1003445000716
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Abstract

Responses to the Approaches to Studying Inventory were obtained from 2,288 post-foundation students taking courses by distance learning at the Open University. A factor analysis of their subscale scores produced a solution that was commensurable with results of earlier research carried out with campus-based students. Indeed, their approaches to studying were more appropriate to the avowed aims of higher education, but this could be attributed to age differences between campus-based and distance-learning students. The approaches to studying of distance-learning students were affected by background variables such as gender, age, academic discipline and prior education, and they were more appropriate to the avowed aims of higher education than those of other students taking foundation courses by distance learning. Even when effects of background variables were taken into account, the distance-learning students' approaches to studying were related to pass rates and final grades. In particular, there was a strong negative association between reproducing orientation and academic outcome. © 1999 Kluwer Academic Publishers.

Item Type: Journal Item
ISSN: 0018-1560
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: 49891
Depositing User: John T. E. Richardson
Date Deposited: 06 Jul 2017 12:23
Last Modified: 07 Dec 2018 10:53
URI: http://oro.open.ac.uk/id/eprint/49891
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