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Dear Maryann,
I would be very interested in your findings from this small piece of research - would you share your findings to the list?
My own anecdotal reaction is that it depends on the student - quite able, highly motivated students appear to make the time to engage with additional resources if they appear relevant and look likely to help them improve their grades.
Those who are time poor and struggling appear not to have the time to engage with what appears to be additional work - and it is here that actions, interventions and resources embedded in the curriculum can make the most difference.
If the latter are your primary target, it can be useful to devise highly context specific resources in liaison with course tutors - that has worked well here at LondonMet.
Best wishes,
Sandra


On 23 May 2018 at 20:20, Maryann H Kope <[log in to unmask]> wrote:


Dear colleagues


We're in the process of reviewing our information resources for students, both print and online.  We're looking for input on the issue of in-depth text-based resources, say exceeding 500 words in length. 


In your experience, do students read documents of this length, assuming that they see the topic as relevant to their needs? We've heard so much about students not reading (including materials for their courses) that we're questioning the value of investing staff time into creating and maintaining longer, text-based resources.  Yet we're also aware that short resources don't say much, if anything, of value. Is anyone aware of any studies on this issue with learning/study information?


Another question is how willing students are to open a PDF.  With many students using smartphones to access the Web, we're concerned that they don't open PDFs.  Does anyone have any evidence of this, or know of any relevant studies?   (A Google search didn't turn up much . . . )


Thanks in advance for your perspectives.


Maryann


--

Maryann Kope, OCT, B.A., M.Ed.
Manager, Learning Services

University of Guelph
McLaughlin Library
Ontario, Canada
519-824-4120, x58313
www.lib.uoguelph.ca





--
Sandra Sinfield
University Teaching Fellow
________________________________________________________
Centre for Professional & Educational Development
LC-213 London Metropolitan University,
236-250 Holloway Road, N7 6PP.
(020) 7 133 4045    
Association of Learning Development in HE: www.aldinhe.ac.uk
Essential Study Skills: the complete guide to success at university:
https://study.sagepub.com/burnsandsinfield4e 
http://lastrefugelmu.blogspot.co.uk/
Find me on Twitter - or use #studychat & #loveld

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