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Título: Study orchestrations in distance learning: Identifying dissonance and its implications for distance educators
Autores: Anderson, Bill; University of Otago
Lee, Scott W F; University of Otago
Simpson, Mary G; University of Otago
Stein, Sarah J; University of Otago
Fecha: 2011-06-13
Publicador: AU Press
Fuente: Ver documento
Tipo: info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed, double-blind
quantitative; factor analysis; cluster analysis
Tema: distance education
approaches to study; study orchestrations; metacognition; higher education
Descripción: The exploration of study orchestrations emphasises students’ active participation in learning, describing the ways in which they marshal the resources available to them in response to their learning environment. This study reports the identification of study orchestrations in a group of distance students and identifies the existence of dissonant study orchestrations, which previous research has linked with poor achievement, in approximately one-fifth of the group. Data came from responses by 176 students to the ASSIST questionnaire. The data was subject to factor analysis to ensure commensurability with previous studies, and then cluster analysis was used to identify groups with similar study orchestrations. Four clusters were identified. One of these was clearly dissonant, pointing toward problematic links between learning environments and student approaches to study. The implications of dissonant study orchestrations are explored and further research is suggested, along with implications for the practice of distance educators.
Idioma: Inglés