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Samra, Rajvinder; Waterhouse, Philippa and Lucassen, Mathijs
(2021).
DOI: https://doi.org/10.1080/01587919.2020.1869530
Abstract
Students registering for distance education degree-level study frequently cite flexibility as a factor influencing their choice for this mode of study, but little is known about how students manage simultaneous, and/or potentially conflicting roles. This study used a self-report open-ended online survey, completed by 348 tertiary-level third/final year undergraduate distance students in the United Kingdom. Respondents were asked how they managed to combine roles and their perceptions of university support. After a thematic analysis, three main themes were identified: ‘building rituals and habits for learning’, ‘navigating online environments and contexts for learning’, and ‘responding to the pressures and problems that hindered their learning’. Students expressed a desire for more proactive support from tutors. From the university, students wanted realistic and practical guidance and planning tools to prepare themselves and others (such as their employers and family) for the likely practical requirements of distance study when combining multiple roles.
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About
- Item ORO ID
- 74700
- Item Type
- Journal Item
- ISSN
- 0158-7919
- Project Funding Details
-
Funded Project Name Project ID Funding Body The Open University Not Set The Open University (OU) - Keywords
- work-family; adult learning; online education; mental health; student support
- Academic Unit or School
-
Faculty of Wellbeing, Education and Language Studies (WELS) > Health, Wellbeing and Social Care > Health and Social Care
Faculty of Wellbeing, Education and Language Studies (WELS) > Health, Wellbeing and Social Care
Faculty of Wellbeing, Education and Language Studies (WELS) - Copyright Holders
- © 2021 Open and Distance Learning Association of Australia, Inc.
- Depositing User
- Philippa Waterhouse