Upton, Dominic and Adams, Sally (2006) Individual Differences in Online Learning. Psychology Learning and Teaching (PLAT), 5 (2). pp. 141-145.Full text not available from this repository. (Request a copy)
Online learning is becoming ever more important in higher education today. Whilst there is extensive evidence of the benefits of online learning there is less evidence on the types of students that benefit. This study aimed to explore if any variables could predict success and engagement with an online module. A sample of psychology students completed a series of questionnaires prior to undertaking a specially developed online health psychology module. Questionnaires comprised an: academic confidence scale; a computer self-efficacy scale; and a learning styles questionnaire. Reported differences in student performance on, engagement with, and evaluation of, the module related to these variables were limited. However, a relationship between deep learning and a preference for online learning compared to traditional lectures, and a negative relationship between strategic learning style and module design was reported. Overall it appears as if online learning can be accessed by most and there are no indications of one group of students performing inequitably better or worse than others.
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|Uncontrolled Keywords:||Higher Education, online learning, psychology|
|Subjects:||L Education > LB Theory and practice of education > LB2300 Higher Education
B Philosophy. Psychology. Religion > BF Psychology
|Divisions:||Academic Departments > Institute of Health and Society|
|Depositing User:||Laura Scurlock-Evans|
|Date Deposited:||22 Jul 2010 09:35|
|Last Modified:||22 Jul 2010 09:35|
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