Perceptions of academic quality and approaches to studying among disabled and nondisabled students in distance education

Datos Bibliográficos

ID4098616
AutoresAnne Jelfs (The Open University), John T E Richardson (0000-0002-6267-0603, The Open University, autor de correspondencia)
Año2010
Volumen35
Número5
Páginas593-607
Fecha de publicación2010-08-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaStudies in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 0307-5079 • E-ISSN: 1470-174X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075070903222666
OpenAlexW2026202869
IdiomaEN
Citas recibidas2
Referencias citadas20

There is little systematic evidence on the experience of disabled students in higher education. In this study, equal numbers of disabled and nondisabled students taking courses with the UK Open University were surveyed with regard to their approaches to studying and perceptions of the academic quality of their courses. Students with dyslexia or other specific learning difficulties, students with mental health difficulties and students with fatigue were more likely to exhibit a surface approach, and less likely to exhibit organised studying, than were nondisabled students. In the first two groups, this was associated with lower ratings of the quality of their courses. Nevertheless, the differences were not large, either in absolute terms or in the proportion of variance in the students’ scores that they explained. The impact of disability on students’ perceptions of the academic quality of their courses and on their approaches to studying appears to be relatively slight

Developmental psychology · Higher education · Learning disability · Mathematics education · Medical education · Mental health · Perception · Disability Education and Employment · Evaluation of Teaching Practices · Medicine · Online and Blended Learning · Psychology