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008			241111b |||||||| |||| 00| 0 eng d
022			_a1469-7874
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB2300 ACT
100	1		_aBuckley, Charles Alan _eauthor
245			_aStudents’ approaches to study, conceptions of learning and judgements about the value of networked technologies _bcreated by Charles Alan Buckley, Edd Pitt, Bill Norton and Tessa Owens
264			_aLondon: _bSage Publications, _c2010.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aActive Learning in Higher Education _vVolume 11 , number 1 ,
520	3		_aThis 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.
650			_aApproaches to study _vBlended learning _xNetworked technologies
700	1		_aPitt, Edd _eco-author
700	1		_aNorton, Bill _eco-author
700	1		_aOwens, Tessa _eco-author
856			_udoi.org/10.1177/14697874093558
942			_2lcc _cJA
999			_c168209 _d168209