Study orchestrations in distance learning: Identifying dissonance and its implications for distance educators

Anderson, Bill; Lee, Scott W. F.; Simpson, Mary; Stein, Sarah

doi:10.19173/irrodl.v12i5.977

Cited by 11 publications

(9 citation statements)

References 44 publications

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“…Thus, despite the dynamic progress that digital technology has afforded ODL (Guri-Rosenblit, 2012), the majority of participants told a story that echoed back to the static learning model of correspondence. In other words, those who barely sought support tended to solely rely on their study guide and, in this sense, were syllabus-bound as described by Anderson et al (2011) in their definition of surface learners.…”

Section: Discussionmentioning

confidence: 99%

“…However, the current study observes that the most effective support seekers, despite the pressures of everyday life, told the most positive stories about distance learning. In stark contrast, those who barely sought support were those whose stories were most commonly littered with frustration and admissions of waning self-regulation (Anderson et al, 2011). That said, it is worth noting that anomalies always exist.…”

Section: Discussionmentioning

confidence: 99%

“…For example, Anderson, Lee, Simpson and Stein (2011) studied 176 distance students in New Zealand and observed a lack of self-regulatory skills in one fifth of their sample, which they labelled a dissonant orchestration. Dissonance has been associated with poor student attainment (Entwistle, Tait & McCune, 2000) and is the antithesis of intrinsic motivation and internal loci of control, which are critical to distance learner success (Simonson, Schlosser & Orellana, 2011).…”

Section: Introductionmentioning

confidence: 99%

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In their own words: Student stories of seeking learning support

Brown¹,

Hughes

Keppell³

et al. 2013

Open Praxis

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Many Open and Distance Learning (ODL) providers report that their students are prone to lower rates of retention and completion than campus-based students. Against this background, there is growing interest around distance-specific learning support. The current research investigated the experiences of students during their first semester as distance learners at Massey University in New Zealand. The overarching methodology was Design-Based Research, within which phenomenological data gathering methods were used to study the experiences of twenty participants from their own point of view. Using video cameras, over twentytwo hours of self-reflections were gathered between July and November 2011 using a technique adapted from previous studies. A grounded theory approach was applied to the process of thematic data analysis. Results revealed how participants varied in their engagement with learning supports, including orientation events, outreach activity, cultural services, learning consultants, library services, fellow students, lecturers, residential courses, and other people. The discussion reflects on clusters of participants who utilised learning supports effectively, moderately and barely. The paper concludes by summarizing how the current research has had an impact on the design of learning support services at one of the world's leading providers of distance education.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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In their own words: Student stories of seeking learning support

Brown¹,

Hughes

Keppell³

et al. 2013

Open Praxis

View full text Add to dashboard Cite

show abstract

“…These participants invariably reflected on a genuine desire to engage strategically -if not deeply -with their studies but appeared to be inhibited by relatively traditional conceptions of study. In other words, these students were somewhat "syllabus-bound" (Anderson, Lee, Simpson & Stein, 2011) and unsure how to source support in the university academic environment. This lack of academic capital and sense of dependency was frequently compounded by procrastination.…”

Section: Passive-surface Approachmentioning

confidence: 99%

Stories from Students in Their First Semester of Distance Learning

Brown¹,

Hughes²,

Keppell³

et al. 2015

IRRODL

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Online and distance learning is becoming increasingly common. Some would say it has quickly become the preferred or 'new normal' mode of study throughout the world. However, surprisingly little is known about what actually happens to first year distance students once they have enrolled in tertiary institutions; what motivates them and how they actually experience the transition to formal study by distance. This gap in the literature presents a challenge for distance education providers who, worldwide, are coming under increasing scrutiny in light of poor retention, progression, and completion rates. Against this backdrop, the purpose of the current study was to gather insights and seek a deeper understanding from first-time distance learners about the nature of their experiences. The study involved a mixed method approach over three phases. This paper focuses on the third phase, which was the major component of the study. The lived experiences of 20 first-time distance learners were gathered, in their own words, using weekly video diaries for data collection. Over 22 hours of video data was transcribed and thematically analysed, from which five themes have been reported. The discussion reflects on the ways that video diaries have provided a unique insight around the complexities of distance learning -as distinct from campus-based learning. The paper concludes that the new digital learning environment made possible by the Internet offers a number of exciting possibilities for distance learners; however, more needs to be done by institutions to change the 'lone wolf' preconception of distance education and to avoid the 'goulash approach' to supporting distance learners. The lives of first-time distance learners are not black and white; they are complex shades of grey and this need to be taken in to account when designing appropriate learning experiences and supports to ensure student success. Stories from Students in Their First Semester of Distance LearningBrown, Hughes, Keppell, Hard and Smith 2

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“…The ASSIST is a revised version of the Approaches to Studying Inventory originally developed by Entwistle and Ramsden (1983). It has been acknowledged as the most robust instrument for measuring approaches to learning (Richardson, 2006) and has been used in a large number of studies across many countries and languages (Diseth, 2001;Karagiannopoulou and Christodoulides, 2009;Valadas et al, 2010;Anderson et al, 2011).…”

Section: Instruments Approaches and Study Skills Inventory For Studenmentioning

confidence: 99%

Associations Between Defense Styles, Approaches to Learning, and Achievement Among University Students

Milienos

Athanasopoulos

2018

Front. Educ.

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The present study explores associations between defense styles, approaches to learning, students' preferences for different types of courses/teaching and achievement. The psychometric properties of the Defense Style Questionnaire (DSQ-40), used for assessing students' defense styles, are also explored. Participants in this study were undergraduates (N = 425) studying in a social science department. The Approaches and Study Skills Inventory for Students (ASSIST) is used for exploring students' approaches to learning, while Grade Point Average (GPA) measured students' academic achievement. The study suggests the contribution of defense styles to the Student Learning Research; it reports a mature and an immature learning pattern. Deep and strategic approaches to learning, preferences for classes that support understanding and GPA are associated with a mature defense style, whereas surface approach and preferences for classes that transmit information are associated with immature, image-distorting and neurotic defense styles. Defense styles as well as preferences for different courses appear to act as antecedents of approaches to learning; approaches mediate the effect of defenses and preferences on achievement although defenses have only a small impact. The study also suggests a four factor structure of the DSQ-40 in undergraduates. The findings are discussed in the context of the recent literature.

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Study orchestrations in distance learning: Identifying dissonance and its implications for distance educators

Cited by 11 publications

References 44 publications

In their own words: Student stories of seeking learning support

In their own words: Student stories of seeking learning support

Stories from Students in Their First Semester of Distance Learning

Associations Between Defense Styles, Approaches to Learning, and Achievement Among University Students

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