The engagement of mature distance students

Simple item page
dc.citation.issue5
dc.citation.volume32
dc.contributor.authorKahu ER
dc.contributor.authorStephens C
dc.contributor.authorLeach L
dc.contributor.authorZepke N
dc.date.available1/10/2013
dc.date.issued2013
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Higher Education Research and Development in 2013, available online: http://www.tandfonline.com/10.1080/07294360.2013.777036.
dc.description.abstractAn increasing proportion of tertiary students are aged 25 and over, and many of these students choose to study at a distance in order to more easily combine their studies with their family and work commitments. Higher attrition rates and lower course completion rates for this group highlight the need for a greater understanding of their student experience. To explore whether age and mode of study impact on student engagement, satisfaction, learning and departure intention, data from the Australasian Survey of Student Engagement from 1116 first-year undergraduate students from a single New Zealand university were analysed. Results confirm the influence of student engagement on both student satisfaction and learning, in particular the importance of a supportive learning environment. The findings suggest that while older and distance students are less likely to engage in active learning strategies with their fellow students, they have a much greater capacity to integrate their learning with their work experience. The finding that these students are as satisfied as the more traditional-aged, on-campus students suggests that their experience is different, but not second-rate. Universities need to build on the strengths of these students as well as provide greater opportunities for them to form collaborative relationships with similar students. Limitations stemming from the timing of the survey and the inherent limitations of cross-sectional surveys suggest the need for more in-depth longitudinal work to understand the changing nature of engagement for these students and to explore why they engage differently with their studies.
dc.description.publication-statusPublished
dc.format.extent791 - 804 (14)
dc.identifierhttp://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000322151900008&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=c5bb3b2499afac691c2e3c1a83ef6fef
dc.identifier.citationHIGHER EDUCATION RESEARCH & DEVELOPMENT, 2013, 32 (5), pp. 791 - 804 (14)
dc.identifier.doi10.1080/07294360.2013.777036
dc.identifier.elements-id193473
dc.identifier.harvestedMassey_Dark
dc.identifier.issn0729-4360
dc.identifier.urihttps://hdl.handle.net/10179/15153
dc.languageEnglish
dc.publisherRoutledge Taylor & Francis Group
dc.relation.isPartOfHIGHER EDUCATION RESEARCH & DEVELOPMENT
dc.relation.replaceshttp://hdl.handle.net/123456789/6843
dc.relation.replaces123456789/6843
dc.subjectSocial Sciences
dc.subjectEducation & Educational Research
dc.subjectEDUCATION & EDUCATIONAL RESEARCH
dc.subjectadult learning
dc.subjectdistance learning
dc.subjectstudent engagement
dc.subjectwork-integrated learning
dc.subjectUNIVERSITY
dc.subjectMOTIVATION
dc.subjectEDUCATION
dc.subjectVALIDITY
dc.subjectOUTCOMES
dc.subjectADULTS
dc.subjectMODEL
dc.subjectTIME
dc.subjectNSSE
dc.subject.anzsrc13 Education
dc.titleThe engagement of mature distance students
dc.typeJournal article
pubs.notesNot known
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/College of Humanities and Social Sciences
pubs.organisational-group/Massey University/College of Humanities and Social Sciences/School of Psychology
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