Exploring Online Learning at University and Its Impact on Students’ Approaches to Learning: Anonymised PhD questionnaire dataset (2022–2023)

This dataset contains anonymised questionnaire responses collected for Paul Albinson’s PhD research on online learning at university and its impact on Students’ Approaches to Learning (SAL). Data were collected in two phases at one Australian university (University of Tasmania), with Phase 1 taking place during Semester 2, 2022, and Phase 2 during Semester 1, 2023. The PhD comprised a Phase 1 student study, a Phase 1 teacher study, and a Phase 2 student study. Each study included a questionnaire and follow-on interviews; this dataset contains questionnaire responses only, as interview data are excluded due to de-identification constraints. Phase 1 questionnaires covered students’ and teachers’ views and experiences of online learning and the online tools used for learning. The Phase 1 student questionnaire also explored Students’ Approaches to Learning (SAL) online. The Phase 2 student questionnaire examined the potential of a Personal Learning Resources Library to influence SAL online and students’ level of acceptance and willingness to use it. It also provided additional data on SAL online and their usage of student-directed tools. Both student questionnaires incorporated two Likert-type measures: a modified version of the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F), which investigated SAL, and an Online Student Engagement Questionnaire (OSEQ), which investigated how students engaged with their studies in an online learning environment. For these measures, Phase 2 student responses supplemented Phase 1 student responses, which were combined into a single dataset within the PhD. To assist interpretation of the dataset, refer to Albinson, P. (2025). Exploring Online Learning at University and Its Impact on Students’ Approaches to Learning [PhD Thesis, University of Tasmania]. Hobart, Tasmania. https://doi.org/10.13140/RG.2.2.16749.86249