caa a22 4500 463161319 CHVBK 20180406164748.0 cr unu---uuuuu 170326e20070101xx s 000 0 eng 10.1007/s10734-005-1727-6 doi (NATIONALLICENCE)springer-10.1007/s10734-005-1727-6 Resource use and academic performance among first year psychology students [Elektronische Daten] [Gail Huon, Branka Spehar, Paul Adam, Will Rifkin] Multiple questionnaires completed over the semester by 514 students enrolled in a first year psychology course reveal that no single pattern of reliance on print, online, or in-person resources guarantees a high mark. Analyses of the reported and measured frequency of use of various resources correlated against students', performance on both individual assessments and their final marks suggests that students employ a range of strategies in their use of class resources. They tend to rely on their textbooks, Web-based lecture notes, and online quizzes, but their final marks are more strongly determined by their university entrance scores than by their resource use strategy, their sex, or whether or not English is their first language. The data suggest that students adapt their learning strategies to the resources available, with an apparent emphasis on learning what will be assessed rather than exploring for understanding. Importantly, the results argue that investment in development of educational technologies - and students', use of educational technologies - must be informed by empirical data concerning its impact on the efficiency and quality of learning. Springer Science+Business Media B.V., 2007 academic performance nationallicence educational technology nationallicence resource use nationallicence Huon Gail School of Psychology, University of New South Wales, 2052, Sydney, NSW, Australia aut Spehar Branka School of Psychology, University of New South Wales, 2052, Sydney, NSW, Australia aut Adam Paul School of Biological, Earth and Environmental Sciences, UNSW, Australia aut Rifkin Will Science Communication Program, UNSW, Australia aut Higher Education Kluwer Academic Publishers 53/1(2007-01-01), 1-27 0018-1560 53:1<1 2007 53 10734 https://doi.org/10.1007/s10734-005-1727-6 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10734-005-1727-6 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Huon Gail School of Psychology, University of New South Wales, 2052, Sydney, NSW, Australia aut NATIONALLICENCE 700 1- Spehar Branka School of Psychology, University of New South Wales, 2052, Sydney, NSW, Australia aut NATIONALLICENCE 700 1- Adam Paul School of Biological, Earth and Environmental Sciences, UNSW, Australia aut NATIONALLICENCE 700 1- Rifkin Will Science Communication Program, UNSW, Australia aut NATIONALLICENCE 773 0- Higher Education Kluwer Academic Publishers 53/1(2007-01-01), 1-27 0018-1560 53:1<1 2007 53 10734 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer