Students’ approaches to study, conceptions of learning and judgements about the value of networked technologies

Abstract

This project examined the relationships between students’ approaches to study, conceptions of learning and judgements about the value of networked technologies. For the project 144 first-year students completed the 52-item Approaches and Study Skills Inventory for Students (ASSIST), and a series of focus group interviews was used to assess attitudes towards the use of networked technologies within a blended curriculum. Significant positive associations were found between both deep and strategic approaches to study and students’ perceptions of networked learning, and negative associations with a surface approach. Students were positive about the incorporation of technology but had some concerns about the time needed to become sufficiently competent. They demonstrated a reflective approach and exhibited a broad view of the ways in which knowledge might be interpreted. The online forum was viewed as a site where they could benefit from sharing of personal experiences. Recommendations are offered for designing a blended curriculum.