Copy the page URI to the clipboard
Butcher, John and Rose-Adams, John
(2015).
DOI: https://doi.org/10.1080/02680513.2015.1055719
Abstract
In this article, we argue that, if open learning seeks to (re)assert a social justice mission, issues of openness and flexibility are more critical than ever. Drawing on qualitative data from a National Union of Students Wales/Open University study, which explored, in the voices of Welsh students, the identity, motivation and barriers faced by part-time distance learners, three key findings emerged. First, the chimaera of ‘choice’ – for part-time distance learners whose personal circumstances prevent any other mode of study; second, the vacuity of policy assertions around ‘flexibility’ in HE – what personalised learning means for part-time distance learners should be contested and re-examined; third, the mantra of ‘employability’ – for part-time distance learners, employability is a conundrum which needs to be understood in a far more inclusively nuanced way. We conclude that the voices of part-time distance learners need to be heard by policy makers and should inform open universities’ continuing efforts to enable vulnerable and marginalised learners to access HE.
Viewing alternatives
Download history
Metrics
Public Attention
Altmetrics from AltmetricNumber of Citations
Citations from DimensionsItem Actions
Export
About
- Item ORO ID
- 43317
- Item Type
- Journal Item
- ISSN
- 1469-9958
- Keywords
- part-time learning; distance learners; social justice; rural students; barriers to HE
- Academic Unit or School
-
Faculty of Wellbeing, Education and Language Studies (WELS)
Other Departments > Strategy Office
Other Departments - Copyright Holders
- © 2015 The Authors
- Depositing User
- John Butcher