The <scp>A</scp>dult <scp>L</scp>earning <scp>O</scp>pen <scp>U</scp>niversity <scp>D</scp>eterminants (<scp>ALOUD</scp>) study: Biological and psychological factors associated with learning performance in adult distance education

Neroni, Joyce; Gijselaers, Hieronymus J.M.; Kirschner, Paul A.; Groot, Renate H. M. de

doi:10.1111/bjet.12288

Cited by 17 publications

(21 citation statements)

References 28 publications

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“…This study is part of the ALOUD study, a large observational longitudinal study in which a broad range of biological and psychological determinants of learning performance within adult distance education was investigated (for more detailed information regarding the ALOUD study, see Neroni, Gijselaers, Kirschner, & de Groot, 2015). In this study, baseline measurements of goal orientation and work avoidance were used.…”

Section: Methods Designmentioning

confidence: 99%

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Goal Orientation and Academic Performance in Adult Distance Education

Neroni

Meijs

Leontjevas

et al. 2018

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Research has shown the importance of goal orientation in predicting academic performance for children, adolescents, and college students in traditional educational settings. Studies on this relationship within adult distance education, however, are lacking. To fill this gap, the present study was conducted to investigate the relationship between goal orientation and academic performance in adult distance learners. A sample of N = 1128 distance university students (age 18-75 years) filled out an online questionnaire. Their exam grades were collected from the files of the Open University of the Netherlands (OUNL). A mixed model regression showed performance approach goal orientation to be a positive predictor of academic performance, whereas performance avoidance and work avoidance were negative predictors of academic performance. Non-significant results were found for mastery approach as well as for mastery avoidance. Implications of these results are discussed.

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Section: Methods Designmentioning

confidence: 99%

“…After reading the introduction and ticking a box to indicate informed consent, participants filled out an online questionnaire (see Neroni, Gijselaers, Kirschner, & de Groot, 2015). Total time investment of the baseline measurement was approximately 45-60 minutes.…”

Section: Methodsmentioning

confidence: 99%

Goal Orientation and Academic Performance in Adult Distance Education

Neroni

Meijs

Leontjevas

et al. 2018

IRRODL

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“…Data from this observational study come from the Adult Learning Open University Determinants (ALOUD) study, an investigation of different psychological and biological factors possibly affecting study progress in DE students (Neroni, Gijselaers, Kirschner, & de Groot, 2015). Data from the biological part of this project are available and stored permanently on DANS EASY, a sustainable platform for archiving research data (Gijselaers, 2015).…”

Section: Designmentioning

confidence: 99%

Sedentary behavior and not physical activity predicts study progress in distance education

Gijselaers

Kirschner

Verboon

et al. 2016

Learning and Individual Differences

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Previous research has shown that physical activity and sedentary behavior are related to learning performance in traditional education. In distance education (DE), however, students are characterized by different features (e.g., age and responsibilities). As a result, DE students often have full schedules and must make choices that traditional students do not. Advice on behavior change is low-cost and easy to implement. Therefore, it is of interest to investigate whether physical activity and sedentary behavior are related to learning performance in DE. In an observational longitudinal study, physical activity and sedentary behavior of 1100 adult DE students were analyzed using multiple regression analysis. Students provided information on physical activity, sedentary behavior and important covariates at the start of their study. Learning performance, measured as study progress, was evaluated after 14 months (i.e., the number of successfully completed modules). Analyses revealed that only sedentary behavior was a significant predictor for study progress. More sedentary behavior was predictive for more learning performance in adults participating in DE. Despite these findings, it is not recommended that students should be more sedentary as health/cognitive benefits following from more physical activity and less sedentary behavior are proven. Instead, future research should focus on which specific sedentary behaviors are responsible for this relation as sedentary behaviors may be differentially associated with learning performance.

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“…Thus, it could well be that cognitive measures are not a strong predictor for learning performance in DE. This will be investigated in another study, published in the near future, with data from the ALOUD study (Neroni et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Data from this observational study come from the Adult Learning Open University Determinants (ALOUD) study, an investigation of different psychological and biological factors possibly affecting study progress in DE students (Neroni, Gijselaers, Kirschner, & de Groot, 2015). Collected measures in the ALOUD study not included in this article were other biological measures (i.e., physical activity and nutrition), cognition and psychological factors.…”

Section: Designmentioning

confidence: 99%

Chronotype, sleep quality and sleep duration in adult distance education: Not related to study progress

Gijselaers

Kirschner

Groot

2015

Learning and Individual Differences

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Research in traditional education shows chronotype, sleep duration and sleep quality to be related to learning performance. Research in adult students participating in distance education (DE) is scarce. This study aims to provide knowledge on these relationships in this educational setting. In an observational longitudinal study, chronotype, sleep duration (i.e., for work and free days separately) and sleep quality of 894 students were analyzed in a multiple regression analyses. Students provided information on sleep-related measures and important covariates at the start of their study and study progress was evaluated after 14 months (i.e., the number of successfully completed modules). In line with previous research, chronotype did not predict study progress. Further, sleep duration did not predict study progress, neither as a linear nor as a polynomial term.Third, sleep quality did not predict study progress. Concluding, these results are in line with previous research that DE provides a solution to the asynchrony problem. Findings regarding sleep duration and sleep quality are new and unexpected, asking for attention and further research. Despite the study's observational nature, findings suggest that students participating in DE may benefit from this type of education as the asynchrony problem appears not to apply here, as students can choose their own study schedule.

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The Adult Learning Open University Determinants (ALOUD) study: Biological and psychological factors associated with learning performance in adult distance education

Cited by 17 publications

References 28 publications

Goal Orientation and Academic Performance in Adult Distance Education

Goal Orientation and Academic Performance in Adult Distance Education

Sedentary behavior and not physical activity predicts study progress in distance education

Chronotype, sleep quality and sleep duration in adult distance education: Not related to study progress

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