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Achieving improved quality and validity: reframing research and evaluation of learning technologiesA critical reading of research literature relating to teaching and learning with technology for open, distance and blended education reveals a number of shortcomings in how investigations are conceptualised, conducted and reported. Projects often lack clarity about the nature of the enhancement that technology is intended to bring about. Frequently there is no explicit discussion of assumptions and beliefs that underpin research studies and the approaches used to investigate the educational impact of technologies. This presentation summarises a number of the weaknesses identified in published studies and considers the implications. Some ways in which these limitations could be avoided through a more rigorous approach to undertaking research and evaluation studies are then outlined and discussed.
Approaches to studying and perceptions of academic quality in electronically delivered coursesThe 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.