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

      Richardson, John T.E.; Price, Linda (Wiley-Blackwell, 2003-06-27)
      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.
    • Distance education via the Internet: the student experience

      Carswell, Linda; Thomas, Pete; Petre, Marian; Poniatowska, Barbara; Price, Blain; Emms, Judy; Open University (Wiley-Blackwell, 2000-01-01)
    • Gender differences and similarities in online courses: challenging stereotypical views of women

      Price, Linda; Open University (Wiley-Blackwell, 2006-09-05)
      This paper considers gender differences in online contexts and examines current trends in women's performance, access and experience of online courses. It uses supportive case study examples and specific research into student' academic engagement, conceptions and perceptions of learning support in online environments. The analysis shows that women studying online are confident independent learners who may outperform their male counterparts. They do not have reduced computer and Internet access compared with men, nor are they disinclined to enrol on online courses. They attach greater value to the pastoral aspect of tutoring and have different interaction styles from men, which may have implications for online tutoring support. The gender debate needs to move on from access and performance to the differences and similarities in the degree of importance that men and women place on different interaction and tutoring styles online.
    • A holistic approach to supporting distance learning using the Internet: transformation, not translation

      Thomas, Pete; Carswell, Linda; Price, Blain; Petre, Marian; Open University (Wiley-Blackwell, 1998-01-01)