Wk12, A4

Notes on Richardson (2009)

• As with Price et al (2007), this data was collected using the Course Experience Questionnaire (CEQ)/ RASI tools, and uses similar methodology in the parameters and constant for data gathering and comparison, but in these data no significant difference between quality of f2f and online was found.

• It is suggested (p.82) that Price et al (2007) yielded the results it did because of the ‘particular demands of a multidisciplinary course.’ This is because students have adiopted similar approaches to studying – however, is this not directed by the activities set, the assessment tasks and the expectations of the dicpline? It is later argued that broad attitudes to studying remained the same regardless of mode – in an attempt to mitigate a weakness in the data that referred to the predisposition of the learner to work online or f2f. However, given that the discpline, content, assessment etc were the same I didn’t think this was particularly surprising.

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Richardson, J.T.E. (2009) ‘Face-to-face versus online tutoring support in humanities courses in distance education’, Arts and humanities in higher education, Vol. 8, No.1 pp.69–81 [online] Available from: http://ahh.sagepub.com/cgi/content/abstract/8/1/69 (accessed 7 May 2009)