The development in learners of generic skills and deep approaches to learning are much valued goals of tertiary education. While on-campus students have access to a variety of means by which they can improve their learning skills and approaches, distance learners are often left to their own devices, and develop learning skills on a trial-and-error basis. This project introduced a learning strategy to distance students and evaluated the response, in terms of both student satisfaction and intended ongoing use. A cohort of 97 adult learners participated, by undertaking a unit of distance study in which the structured study strategy was embedded. Findings indicated that while less experienced learners embraced the study strategy with considerable enthusiasm, more experienced learners rejected it if it conflicted with their existing study strategies, time constraints or their need for self-direction. It was found that this learning strategy was useful to the degree that it was not imposed upon learners and was introduced early in learners' pathways.
Post -print of Morgan, C, Dingsdag, D & Saenger, H 1998, 'Learning strategies for distance learners: do they help?', Distance Education, vol. 19, no. 1, pp. 142-156.
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