The Adult Learning Open University Determinants (ALOUD) Study: Biological and Psychological Factors Associated with Learning Performance in Adult Distance Education

Autor/inn/en	Neroni, Joyce; Gijselaers, Hieronymus J. M.; Kirschner, Paul A.; Groot, Renate H. M.
Titel	The Adult Learning Open University Determinants (ALOUD) Study: Biological and Psychological Factors Associated with Learning Performance in Adult Distance Education
Quelle	In: British Journal of Educational Technology, 46 (2015) 5, S.953-960 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12288
Schlagwörter	Distance Education; Adult Education; Correlation; Biology; Sleep; Nutrition; Psychological Patterns; Test Anxiety; Goal Orientation; Academic Achievement; Foreign Countries; Learning Processes; Longitudinal Studies; Questionnaires; Cognitive Tests; Influences; Adult Students; Netherlands + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Korrelation; Biologie; Schlaf; Ernährung; Examination phobia; Testangst; Prüfungsangst; Zielorientierung; Zielvorstellung; Schulleistung; Ausland; Learning process; Lernprozess; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; Kognitiver Fähigkeitstest; Influence; Einfluss; Einflussfaktor; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Niederlande
Abstract	Learning is crucial for everyone. The association between biological (eg, sleep, nutrition) and psychological factors (eg, test anxiety, goal orientation) and learning performance has been well established for children, adolescents and college students in traditional education. Evidence for these associations for adult distance students is lacking however. The Adult Learning Open University Determinants (ALOUD) study is the first to identify the determinants of learning performance within adult distance education. Over the course of 1 year, all new students (n?=?4945) of the Open University of the Netherlands were approached. At baseline, 2040 students fully participated in this observational longitudinal study by filling out an online questionnaire and performing cognitive tests. At the 7 and 14 months follow-up, participants filled out a second and third questionnaire respectively, and data were given by the exam registration office to measure learning performance at these times. The ALOUD study might result in tailor-made educational innovations for adults participating in distance education and, finally, a more successful distance education student population. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01