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Personal meaning and learning in two Open University history of science courses

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Abstract

Students studying two Open University history of science courses were asked to assess their learning experience in terms of course valuing, content learning, personal learning and behavioural learning, using a questionnaire, the Course Valuing Inventory (CVI), developed in the United States. Their responses confirmed the reliability of the CVI. Factor analysis revealed two main factors, a General Course Factor and a Personal Learning Factor, and confirmed the internal validity of the sections of the CVI.

There were significant differences between the responses of the students taking the two courses, with a higher rating from students on the allegedly more difficult course. Limited but significant correlations were found between the CVI responses and measures of attainment, higher for continuous assessment than for the examination. The overall results were similar to those in the original study.

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Authors and Affiliations

  1. Institute of Educational Technology, The Open University, USA

    C. J. Lawless

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  1. C. J. Lawless
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Lawless, C.J. Personal meaning and learning in two Open University history of science courses. High Educ 11, 669–683 (1982). https://doi.org/10.1007/BF00139783

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  • DOI: https://doi.org/10.1007/BF00139783

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