How students use distance teaching materials: an institutional study

Course evaluation in open and distance learning: a case study from Indira Gandhi National Open University

“…Respondents in the present study reported that they found the introduction and objectives meaningful and useful. Anne Clyde et al (1983) also reported similarly that students read the module introduction, objectives and study guides.…”

Using Style Sheets, Templates and the Features of Publishing Software to Facilitate the Development of Printed Study Materials

“…Publishers normally strive for consistency in the appearance or format of components within a book or journal There is no doubt that some of this striving arises from the sense of orderliness and neatness which seems to characterize all editors Fortunately the characteristic benefits the reader because consistency of format aids access For example, if a sub-heading in a book is to be identified as a sub-heading it should have the same appearance as other headings of the same type The textual design should ensure that headings stand out clearly from the main body of text A subheading should be distinct from a main heading, but ideally the design should have an element of similarity that characterizes the different levels of heading as a group of components As study materials generally have more types of component than ordinary books, the need for clear distinction between components becomes more important Access is particularly important in self-study materials as it is recognized that students can legitimately use them in a wide variety of ways and sequences In a diary survey of just 25 distance education students, Clyde et al (1983) found four distinct patterns for studying modules of distance education courses The authors stressed that there were many variations on the four main patterns There is a clear cut case for consistency in the format for components within the booklets for an individual subject It can also aid student access if there is a consistency of format between the subjects which make up a course or programme However, the format specifications should be flexible enough for essential instructional design differences. An introductory subject would normally be quite distinct, in instructional design, from a final year project The textual design should be sensitive to these differences and also be able to enhance salient instructional features…”

Instructional design for meaningful learning

“…In a diary study of the way distance learning students worked through a self-study module, Clyde et al (1983) found a wide variety of study sequences and pathways. As their effect seems most pronounced when meaningful learning is desired, their inclusion, as strategy elements within instruction aimed at meaningful learning, can be recommended.…”