|
| << vorige | volgende >> |
Tijdschrift beschrijving
Alle jaargangen van het bijbehorende tijdschrift
Alle afleveringen van het bijbehorende jaargang
Alle artikelen van de bijbehorende aflevering
Details van artikel 12 van 15 gevonden artikelen
| Titel: |
The actual use of embedded support devices in self-study materials by students in a distance education setting |
| Auteur: |
Valcke, M. M. A. Martens, R. L. Poelmans, P. H. A. G. Daal, M. M. |
| Verschenen in: |
Distance education |
| Paginering: | Jaargang 14 (1993) nr. 1 pagina's 55-84 |
| Jaar: |
1993 |
| Inhoud: |
At the Dutch Open university much time is invested in the didactical elaboration of written study materials by the embedding of a large set of 'embedded support devices' (objectives, advance organisers, questions, tests, etc.). Is this high investment in the design of written study materials for use in the distance education setting worth the effort? To answer this question, we focused in this research on the actual use of these embedded support devices (ESD) by Open university students. After elaborating a theoretical model that was helpful to derive hypothetical functions and effects of a large set of ESD, quantitative and qualitative hypotheses were put forward in relation to the actual use of a subset of ESD that was implemented in a law course. The research set-up was based on an in-depth analysis of responses to structured interviews. Analysis of the results indicate that students make large use of ESD; nearly all ESD are used by more than 60% of the students. Furthermore, students make deep level use of the ESD. Moreover, interrelations could be detected between general student characteristics and deep level use of ESD. Women seem to be more likely to use planning ESD, orientating ESD and processing ESD at a deep level. Students with higher prior education levels seem to use ESD at deep level to a greater extent. Students with less prior knowledge of governmental law and students using study guidance use testing ESD more at a deep level. No interrelations were detected between cognitive student characteristics and the use of ESD. To get a better view of the 'type' of students using ESD, the interrelations between general student characteristics have been analysed. Especially higher educated (and intrinsic motivated) female students with a lot of study experience and less prior knowledge make deep level use of ESD. When linking the use of ESD to study success, it could be stated that students using ESD at a deep level are not only more likely to have a higher score on the examination, they also need fewer examination attempts. Comparing theoretical and spontaneously mentioned functions and effects of ESD revealed that students indicate functions that are not theoretically expected. Students seem to ascribe their own functions and effects to ESD. The main conclusion of this research is that the high investment in the design of written study materials is worth the effort; but that it is important to take account of student characteristics when implementing ESD in course materials. It can, for instance, be argued it is desirable to incorporate into the materials 'training' about the use of the ESD. Moreover, these results link up with the growing tendency to develop more flexible Ou-courses that are adaptable to individual student needs. The latter implies that the production of written versions of the study materials is to be redirected towards the development of automated interactive learning environments. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 12 van 15 gevonden artikelen
| << vorige | volgende >> |