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Approaches to Study and their Impact on the Need for Support and Guidance in Distance Learning

Interviews were conducted on 20 women distance learners from community nursing disciplines. The aim of the research was to develop relationships between approaches to study, learning styles and strategies, and materials design, and how these impact on the need for support and guidance in distance learning. The research draws on theories of learning style and strategies, as well as constructivism. The interview transcripts were analysed using grounded theory techniques of open and axial coding. This paper discusses the processes through which the coding procedures were used to develop concepts, categories and properties. Tentative links between concepts and categories are also discussed together with the emerging theory, in which it is suggested that students use different approaches to studying at a distance depending on their preferred learning style, with links between learning styles and strategies being proposed. Three approaches to study were identified: systematic wading, speedy-focusing, and global dipping. The paper suggests that systematic waders tend to be serialist learners, progressing through the materials in a sequential and rigorous manner. This involves an active engagement with learning materials, which fosters deep learning. Such learners find that closed materials, combined with passive tutor support provide sufficient guidance. Speedy-focusers take a strategic view of the materials, and take 'short cuts' to focus on what is required. They tend to be holistic learners, taking in the whole picture to get the gist of things. Their approach fosters limited deep learning. Such students prefer open materials and a passive tutor role. Global dippers tend to study in a disorganised fashion, but while they too use holist approaches, they tend to encounter difficulties that cause them to move in and out of serialist and holist approaches. Their learning style is undirected, involves a passive engagement with the materials, and results in surface learning. Such students need closed materials, dialogue, and an active tutor, to provide necessary guidance.