Insights from using the Approaches to Studying as an Evaluation Tool for Educational Resource Development

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carol_speth
carol_speth
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Carol A. Speth
Carol A. Speth
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Donald J. Lee
Donald J. Lee

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GJHSS Volume 13 Issue G9

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Over the past 12 years, an awareness of student characteristics has informed the design and interpretation of a series of research and evaluation studies in the Student Approaches to Learning (SAL) tradition. Instructors and developers of on-line learning objects have used the results to encourage active learning and implement better strategies. Addition of content learning items to the survey questions (along with evaluation questions and the 18-item ASSIST short form) made the questionnaire long enough to discourage completion. On some studies, two items ask about students’ conceptions of-and motivations for learning have served as proxies for Approach scores, because they can be interpreted in the context of previous research. Non-conventional ways of analyzing the data have evolved because approaches are not evenly distributed. Significance tests based on assumptions of treatment groups, each randomly sampled from a population, are not always appropriate in real course settings.

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No external funding was declared for this work.

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The authors declare no conflict of interest.

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No ethics committee approval was required for this article type.

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Not applicable for this article.

carol_speth. 2013. \u201cInsights from using the Approaches to Studying as an Evaluation Tool for Educational Resource Development\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 13 (GJHSS Volume 13 Issue G9): .

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GJHSS Volume 13 Issue G9
Pg. 33- 40
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Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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July 8, 2013

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English

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Over the past 12 years, an awareness of student characteristics has informed the design and interpretation of a series of research and evaluation studies in the Student Approaches to Learning (SAL) tradition. Instructors and developers of on-line learning objects have used the results to encourage active learning and implement better strategies. Addition of content learning items to the survey questions (along with evaluation questions and the 18-item ASSIST short form) made the questionnaire long enough to discourage completion. On some studies, two items ask about students’ conceptions of-and motivations for learning have served as proxies for Approach scores, because they can be interpreted in the context of previous research. Non-conventional ways of analyzing the data have evolved because approaches are not evenly distributed. Significance tests based on assumptions of treatment groups, each randomly sampled from a population, are not always appropriate in real course settings.

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Insights from using the Approaches to Studying as an Evaluation Tool for Educational Resource Development

Carol A. Speth
Carol A. Speth
Donald J. Lee
Donald J. Lee

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