City Research Online

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.

Publication Type:	Article
Additional Information:	his is an Accepted Manuscript of an article published by Taylor & Francis in Distance Education on 31 Jan 2021, available at: https://doi.org/10.1080/01587919.2020.1869530
Publisher Keywords:	work-family; adult learning; online education; mental health; student support
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education R Medicine > RA Public aspects of medicine > RA0421 Public health. Hygiene. Preventive Medicine
Departments:	School of Health & Psychological Sciences School of Health & Psychological Sciences > Nursing
SWORD Depositor:	Symplectic Administrator

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