Approaches to studying and perceptions of academic quality in electronically delivered courses

2.50
Hdl Handle:
http://hdl.handle.net/10547/622664
Title:
Approaches to studying and perceptions of academic quality in electronically delivered courses
Authors:
Richardson, John T.E. ( 0000-0002-6267-0603 ) ; Price, Linda ( 0000-0001-5291-0469 )
Abstract:
The Course Experience Questionnaire (CEQ) and a short form of the Approaches to Studying Inventory (ASI) were administered to students who were taking electronically delivered courses in computer science. The constituent structure of the CEQ was preserved in this distinctive context, and a second?order factor analysis confirmed its role as an index of perceived academic quality. The students' scores on the individual scales of the CEQ and the ASI shared nearly two?thirds of their variance. In short, approaches to studying in electronically delivered courses are strongly associated with students' perceptions of the academic quality of those courses.
Citation:
Richardson JTE, Price L (2003) 'Approaches to studying and perceptions of academic quality in electronically delivered courses', British Journal of Educational Technology, 34 (2), pp.45-56.
Publisher:
Wiley-Blackwell
Journal:
British Journal of Educational Technology
Issue Date:
27-Jun-2003
URI:
http://hdl.handle.net/10547/622664
DOI:
10.1111/1467-8535.00303
Additional Links:
https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-8535.00303
Type:
Article
Language:
en
ISSN:
0007-1013
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorRichardson, John T.E.en
dc.contributor.authorPrice, Lindaen
dc.date.accessioned2018-04-19T12:49:25Z-
dc.date.available2018-04-19T12:49:25Z-
dc.date.issued2003-06-27-
dc.identifier.citationRichardson JTE, Price L (2003) 'Approaches to studying and perceptions of academic quality in electronically delivered courses', British Journal of Educational Technology, 34 (2), pp.45-56.en
dc.identifier.issn0007-1013-
dc.identifier.doi10.1111/1467-8535.00303-
dc.identifier.urihttp://hdl.handle.net/10547/622664-
dc.description.abstractThe Course Experience Questionnaire (CEQ) and a short form of the Approaches to Studying Inventory (ASI) were administered to students who were taking electronically delivered courses in computer science. The constituent structure of the CEQ was preserved in this distinctive context, and a second?order factor analysis confirmed its role as an index of perceived academic quality. The students' scores on the individual scales of the CEQ and the ASI shared nearly two?thirds of their variance. In short, approaches to studying in electronically delivered courses are strongly associated with students' perceptions of the academic quality of those courses.en
dc.language.isoenen
dc.publisherWiley-Blackwellen
dc.relation.urlhttps://onlinelibrary.wiley.com/doi/abs/10.1111/1467-8535.00303en
dc.rightsYellow - can archive pre-print (ie pre-refereeing)-
dc.subjectdistance educationen
dc.subjectacademic qualityen
dc.subjectX342 Academic studies in Higher Educationen
dc.titleApproaches to studying and perceptions of academic quality in electronically delivered coursesen
dc.typeArticleen
dc.identifier.journalBritish Journal of Educational Technologyen
dc.date.updated2018-04-17T13:57:10Z-
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