Abstract
ABSTRACT The use of instructional design is increasingly being discussed in the distance education and higher education literature. This paper reports an experiment in which self study questions are inserted in the text of lecture note material for external students. An evaluation revealed that students who received notes with in‐text questions were no different from those who received the standard lecture notes as judged by both performance and attitudinal criteria. Possible reasons for the perverse findings are given and it is concluded that professional instructional design assistance would be of value to subject matter experts.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Paper version not known
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
