Study Orchestrations in Distance Learning: Identifying Dissonance and Its Implications for Distance Educators

Autor/inn/en	Anderson, Bill; Lee, Scott W. F.; Simpson, Mary G.; Stein, Sarah J.
Titel	Study Orchestrations in Distance Learning: Identifying Dissonance and Its Implications for Distance Educators
Quelle	In: International Review of Research in Open and Distance Learning, 12 (2011) 5, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Educational Environment; Learning Strategies; Study; Study Habits; Study Skills; Cognitive Style; Distance Education; Metacognition; Factor Analysis; Student Adjustment; Student Participation + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Studies; Studium; Study behavior; Study behaviour; Studienverhalten; Studientechnik; Cognitive styles; Kognitiver Stil; Distance study; Distance learning; Fernunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Faktorenanalyse; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	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. (Contains 2 tables.) (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10