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

The exploration of study orchestrations emphasises students’ active participation in learning, describing the ways in which they marshal the resources available to them in response to their learning environment. This study reports the identification of study orchestrations in a group of distance stu...

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Autores principales:	Bill Anderson, Scott W F Lee, Mary G Simpson, Sarah J Stein
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2011
Materias:	approaches to study study orchestrations metacognition higher education Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/fa711798b9114c15b43f7b3a72674f86
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id	oai:doaj.org-article:fa711798b9114c15b43f7b3a72674f86
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spelling	oai:doaj.org-article:fa711798b9114c15b43f7b3a72674f862021-12-02T18:03:25ZStudy orchestrations in distance learning: Identifying dissonance and its implications for distance educators10.19173/irrodl.v12i5.9771492-3831https://doaj.org/article/fa711798b9114c15b43f7b3a72674f862011-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/977https://doaj.org/toc/1492-3831The exploration of study orchestrations emphasises students’ active participation in learning, describing the ways in which they marshal the resources available to them in response to their learning environment. This study reports the identification of study orchestrations in a group of distance students and identifies the existence of dissonant study orchestrations, which previous research has linked with poor achievement, in approximately one-fifth of the group. Data came from responses by 176 students to the ASSIST questionnaire. The data was subject to factor analysis to ensure commensurability with previous studies, and then cluster analysis was used to identify groups with similar study orchestrations. Four clusters were identified. One of these was clearly dissonant, pointing toward problematic links between learning environments and student approaches to study. The implications of dissonant study orchestrations are explored and further research is suggested, along with implications for the practice of distance educators.Bill AndersonScott W F LeeMary G SimpsonSarah J SteinAthabasca University Pressarticleapproaches to studystudy orchestrationsmetacognitionhigher educationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 12, Iss 5 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	approaches to study study orchestrations metacognition higher education Special aspects of education LC8-6691
spellingShingle	approaches to study study orchestrations metacognition higher education Special aspects of education LC8-6691 Bill Anderson Scott W F Lee Mary G Simpson Sarah J Stein Study orchestrations in distance learning: Identifying dissonance and its implications for distance educators
description	The exploration of study orchestrations emphasises students’ active participation in learning, describing the ways in which they marshal the resources available to them in response to their learning environment. This study reports the identification of study orchestrations in a group of distance students and identifies the existence of dissonant study orchestrations, which previous research has linked with poor achievement, in approximately one-fifth of the group. Data came from responses by 176 students to the ASSIST questionnaire. The data was subject to factor analysis to ensure commensurability with previous studies, and then cluster analysis was used to identify groups with similar study orchestrations. Four clusters were identified. One of these was clearly dissonant, pointing toward problematic links between learning environments and student approaches to study. The implications of dissonant study orchestrations are explored and further research is suggested, along with implications for the practice of distance educators.
format	article
author	Bill Anderson Scott W F Lee Mary G Simpson Sarah J Stein
author_facet	Bill Anderson Scott W F Lee Mary G Simpson Sarah J Stein
author_sort	Bill Anderson
title	Study orchestrations in distance learning: Identifying dissonance and its implications for distance educators
title_short	Study orchestrations in distance learning: Identifying dissonance and its implications for distance educators
title_full	Study orchestrations in distance learning: Identifying dissonance and its implications for distance educators
title_fullStr	Study orchestrations in distance learning: Identifying dissonance and its implications for distance educators
title_full_unstemmed	Study orchestrations in distance learning: Identifying dissonance and its implications for distance educators
title_sort	study orchestrations in distance learning: identifying dissonance and its implications for distance educators
publisher	Athabasca University Press
publishDate	2011
url	https://doaj.org/article/fa711798b9114c15b43f7b3a72674f86
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Study orchestrations in distance learning: Identifying dissonance and its implications for distance educators

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