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The key question in the research reported is whether a high investment in the design of written materials for use in distance education is worth the effort. Specifically, the study investigated the actual use of embedded support devices (ESDs) by 25 students at the Open University of the Netherlands in a distance education governmental law course. Students did use ESDs, with 60 to 80% of students using nearly all the ESDs. Women were more likely to use planning ESDs, orienting ESDs, and processing ESDs on a deeper level than men. Students with higher prior education also seemed to use ESDs on a deeper level, as did students with less prior knowledge of governmental law and those using study guidance. No interrelations were found between cognitive student characteristics and the use of ESDs. High investment in the design of written materials seems worth the effort, but student characteristics should be taken into account in writing the materials. Six tables present study data, and three appendixes provide supporting information. (Contains 14 references.) (SLD)

Descriptors: College Students, Distance Education, Educational Background, Females, Foreign Countries, Higher Education, Instructional Materials, Knowledge Level, Males, Sex Differences, Student Attitudes, Student Characteristics, Study

Open University, Centre for Educational Technology and Innovation, P.O. Box 2960, 6401 DL Heerlen, The Netherlands (20 Dutch guilders).









Autor: Poelmans, P. H. A. G.; And Others

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9692&id=ED383750







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