ERIC Number: EJ876074
Record Type: Journal
Publication Date: 2010
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1469-7874
EISSN: N/A
Students' Approaches to Study, Conceptions of Learning and Judgements about the Value of Networked Technologies
Buckley, Charles Alan; Pitt, Edd; Norton, Bill; Owens, Tessa
Active Learning in Higher Education, v11 n1 p55-65 2010
This project examined the relationships between students' approaches to study, conceptions of learning and judgements about the value of networked technologies. For the project 144 first-year students completed the 52-item Approaches and Study Skills Inventory for Students (ASSIST), and a series of focus group interviews was used to assess attitudes towards the use of networked technologies within a blended curriculum. Significant positive associations were found between both deep and strategic approaches to study and students' perceptions of networked learning, and negative associations with a surface approach. Students were positive about the incorporation of technology but had some concerns about the time needed to become sufficiently competent. They demonstrated a reflective approach and exhibited a broad view of the ways in which knowledge might be interpreted. The online forum was viewed as a site where they could benefit from sharing of personal experiences. Recommendations are offered for designing a blended curriculum. (Contains 1 table.)
Descriptors: Student Attitudes, Focus Groups, Interviews, Study Skills, Organizations (Groups), Blended Learning, Undergraduate Students, Higher Education, Evaluation, Information Technology, Outcomes of Education, Educational Environment, Constructivism (Learning), Learning Strategies, Networks, Surveys
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Learning Style Inventory
Grant or Contract Numbers: N/A