Who Am I and What Keeps Me Going? Profiling the Distance Learning Student in Higher Education

Autor/in	Baxter, Jacqueline
Titel	Who Am I and What Keeps Me Going? Profiling the Distance Learning Student in Higher Education
Quelle	In: International Review of Research in Open and Distance Learning, 13 (2012) 4, S.107-129 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Foreign Countries; Higher Education; School Holding Power; Open Universities; Distance Education; Qualitative Research; Institutional Research; Student Motivation; Resilience (Psychology); Academic Persistence; Expectation; Self Concept; Academic Support Services; Electronic Learning; Online Courses; Web Based Instruction; College Students; College Instruction; Educational Environment; Case Studies; Interviews; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Offene Universität; Distance study; Distance learning; Fernunterricht; Qualitative Forschung; Institutionelle Forschung; Schulische Motivation; Expectancy; Erwartung; Selbstkonzept; Online course; Online-Kurs; Web Based Training; Collegestudent; Hochschullehre; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Großbritannien
Abstract	Student retention and progression has exercised the HE sector for some time now, and there has been much research into the reasons why students drop out of Higher Education courses. (Allen, 2006; Buglear, 2009;). More recently the Higher Education Academy Grants Programme Briefing (HEFCE, 2010), outlined a number of areas that emergent project data revealed as being important to both the retention and progression of students, including areas outlined by a number of researchers as being essential to student success: expectations, support, feedback and involvement. But there has been less research, particularly within the distance learning sector, into factors that encourage students to stay (O'Brien, 2002). This small scale qualitative project using qualitative research methods and based in the Open University UK, builds upon an intensive institutional research project analyzing what type of interventions make a positive difference to student progression and success. The research revealed insights into factors linked to the expectations, identities and support of students which proved influential in terms of their resilience and motivation to remain on course. (Contains 1 figure and 2 footnotes.) (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10