Approaches to studying and perceptions of academic quality in distance education

By Clive Lawless, John T. E. Richardson. 2002

136 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4d48a00ed2358110d1a3ad62f476a08bc5109330

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In Education

Citations in the corpus

Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, background): “…2005; Diseth et al., 2006), appropriateness of the amount of information (Svirko & Mellanby, 2008), quality of the teaching (e.g. Crawford et al., 1998; Lawless & Richardson, 2002), supportiveness of the teacher (Eley, 1992), clarity of goals and standards (e.g. Eley, 1992; Lawless & Richardson,…”
Course experience, approaches to learning and academic achievement (2006, unknown): “Previous research has shown a close relationship between CE, and SAL ( Lawless and Richardson, 2002”
Students’ assessment preferences, perceptions of assessment and their relationships to study results (2008, background): “Research results show that educational change only becomes effective if the students’ perceptions are also changed accordingly ( Lawness and Richardson 2002; Segers and Dochy 2001).”
Students’ perceptions of teaching quality in higher education: the perspective of currently enrolled students (2007, unknown): “D ow nl oa de d B y: [U ni ve rs ity o f S yd ne y] A t: 04 :1 0 5 M ar ch 2 00 8”
Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning (2007, methodology): “Furthermore, Lawless and Richardson (2002) found the Good Teaching Scale separated into two distinct scales in a distance education context, which they named Good Tutoring and Good Materials.”
Student-centred learning: the role and responsibility of the lecturer (2014, background): “…Garrison and Cleveland-Innes 2005), teaching behaviours (Diseth 2007; Valk and Marandi 2005), clarity of purpose (Diseth et al. 2010; Richardson et al. 2007), assessment (Gulikers et al. 2008; Segers, Nijhuis, and Gijselaers 2006) and feedback (Valk and Marandi 2005; Lawless and Richardson 2002).”
Students' perceptions of academic quality and approaches to studying in distance education (2005, methodology): “Lawless and Richardson (2002) administered Richardson and Woodley's version of the CEQ together with a similarly modified version of Richardson's (1990) 32item ASI to students taking six different courses by distance learning with the Open University.”
Approaches to learning, course experience and examination grade among undergraduate psychology students: testing of mediator effects and construct validity (2007, background): “However, another study showed that the factors in the CEQ may be expressed as a single, higher order factor (Lawless & Richardson, 2002 ).”
Students' Evaluation of Teaching, Approaches to Learning, and Academic Achievement (2007, methodology): “Students' approaches to learning (SAL) are considered to be partly a result of how students perceive the learning environment (Marton & Saljo, 1976 ; Entwistle, 1987 ; Lawless & Richardson, 2002 ; Richardson & Price, 2003 ).”
Instruments for obtaining student feedback: a review of the literature (2005, background): “…taking different course units and their self-reported approaches to studying, such that the students who evaluate their course units more positively on the CEQ are more likely to adopt a deep approach to learning (Lawless & Richardson, 2002; Richardson, 2003, in press; Richardson & Price, 2003).”
Academic achievement among first semester undergraduate psychology students: the role of course experience, effort, motives and learning strategies (2010, background): “Hence, it is expected that both course experience and SAL will predict examination grade, in accordance with previous research (Cano 2005; Diseth 2003; Entwistle and Ramsden 1983; Watkins 2001) and that these predictor variables will be related (Diseth 2007; Diseth et al. 2006; Kember and Leung 1998”
The relationship between students’ perceptions of portfolio assessment practice and their approaches to learning (2008, background): “Recent research shows that the way the learning and assessment environment is perceived by students affects, to a large extent, how they cope with the learning environment and their learning approaches (Lawness and Richardson 2002 ; Segers, Nijhuis, and Gijselaers 2006 ).”
Factors affecting bioscience students’ academic achievement (2012, result): “This replicates the results of previous studies (Kreber 2003; Lawless and Richardson 2002; Parpala et al. 2010, 2011; Richardson 2005; Sadlo and Richardson 2003).”