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Academic engagement and perceptions of quality in distance education

Richardson, John T. E.; Long, Gary L. and Woodley, Alan (2003). Academic engagement and perceptions of quality in distance education. Open Learning, 18(3) pp. 223–244.

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Students taking courses by distance learning were asked to complete the Academic Engagement Form and the Course Experience Questionnaire. Usable data were obtained from 238 students with a hearing loss and 166 students with no reported disability. Their scores on the two instruments were highly correlated and shared over 80% of their variance. However, they showed different patterns of relationship with background variables (age, faculty, gender, hearing status and prior qualifications) and made distinct contributions to students' ratings of their general satisfaction with their courses. The role of course tutors in supporting academic engagement was crucial to the students' perceptions of the academic quality of their courses, and this relationship mediated the association between the reported attitudes and behaviour of the tutors and the students' general satisfaction with their courses.

Item Type: Journal Item
ISSN: 0268-0513
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: 936
Depositing User: Users 12 not found.
Date Deposited: 26 May 2006
Last Modified: 07 Dec 2018 08:48
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