Abstract
Online learning is becoming ever more important in higher education today. Whilst there is extensive evidence of the benefits of online learning there is less evidence on the types of students that benefit. This study aimed to explore if any variables could predict success and engagement with an online module. A sample of psychology students completed a series of questionnaires prior to undertaking a specially developed online health psychology module. Questionnaires comprised an: academic confidence scale; a computer self-efficacy scale; and a learning styles questionnaire. Reported differences in student performance on, engagement with, and evaluation of, the module related to these variables were limited. However, a relationship between deep learning and a preference for online learning compared to traditional lectures, and a negative relationship between strategic learning style and module design was reported. Overall it appears as if online learning can be accessed by most and there are no indications of one group of students performing inequitably better or worse than others.
Published Version
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