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Approaches to studying and perceptions of academic quality in distance education

Lawless, Clive and Richardson, John T. E. (2002). Approaches to studying and perceptions of academic quality in distance education. Higher Education, 44(2) pp. 257–282.

URL: http://www.jstor.org/stable/3447459
DOI (Digital Object Identifier) Link: http://dx.doi.org/10.2307/3447459
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Abstract

The Course Experience Questionnaire (CEQ) and a short form of the Approaches to Studying Inventory (ASI) were administered to students who were taking electronically delivered courses in computer science. The constituent structure of the CEQ was preserved in this distinctive context, and a second-order factor analysis confirmed its role as an index of perceived academic quality. The students' scores on the individual scales of the CEQ and the ASI shared nearly two-thirds of their variance. In short, approaches to studying in electronically delivered courses are strongly associated with students' perceptions of the academic quality of those courses.

Item Type: Journal Article
ISSN: 0018-1560
Academic Unit/Department: Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 944
Depositing User: Users 12 not found.
Date Deposited: 25 May 2006
Last Modified: 18 Oct 2013 11:02
URI: http://oro.open.ac.uk/id/eprint/944
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