Approaches to studying in distance education

Responses to the Approaches to Studying Inventory were obtained from 2,288 post-foundation students taking courses by distance learning at the Open Un iversity. A factor analysis of their subscale scores produced a solution th at was commensurable with results of earlier research carried out with camp us-based students. Indeed, their approaches to studying were more appropria te to the avowed aims of higher education, but this could be attributed to age differences between campus-based and distance-learning students. The ap proaches to studying of distance-learning students were affected by backgro und variables such as gender, age, academic discipline and prior education, and they were more appropriate to the avowed aims of higher education than those of other students taking foundation courses by distance learning. Ev en when effects of background variables were taken into account, the distan ce-learning students' approaches to studying were related to pass rates and final grades. In particular, there was a strong negative association betwe en reproducing orientation and academic outcome.