Space and time to engage: Mature-aged distance students learn to fit study into their lives

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dc.contributor.authorKahu E
dc.contributor.authorStephens C
dc.contributor.authorZepke KG
dc.contributor.authorLeach L
dc.contributor.editorTaylor and Francis
dc.date.available21/02/2014
dc.date.issued21/02/2014
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Lifelong Education on 2014, available online: https://www.tandfonline.com/doi/full/10.1080/02601370.2014.884177
dc.description.abstractStudent engagement, a student’s emotional, behavioural and cognitive connection to their study, is widely recognized as important for student achievement. Influenced by a wide range of personal, structural and sociocultural factors, engagement is both unique and subjective. One important structural factor shown in past research to be a barrier for distance students is access to quality space and time. This qualitative study followed 19 mature-aged distance students and their families, exploring how they learned to manage their space and time throughout their first semester at university. Institutions often claim that distance study and the increased use of technology overcomes barriers of space and time; however, the findings from this study suggest it merely changes the nature of those barriers. The ideal space and time for these students was individual and lay at the intersection of three, sometimes competing, demands: study, self and family. A critical influence on success is family support, as is access to financial resources. Learning what constitutes ideal space and time for engagement is an important part of the transition to university. The institution has a vital role to play in aiding this process by ensuring flexibility of course design is maintained, providing more flexible advice and targeting support at this important issue.
dc.description.confidentialFALSE
dc.description.publication-statusPublished
dc.format.extent? - ? (20)
dc.identifier.citationInternational Journal of Lifelong Education, 2014, pp. ? - ? (20)
dc.identifier.doi10.1080/02601370.2014.884177
dc.identifier.elements-id201189
dc.identifier.harvestedMassey_Dark
dc.identifier.issn1464-519X
dc.identifier.urihttps://hdl.handle.net/10179/15155
dc.publisherTaylor & Francis (Routledge)
dc.relation.isPartOfInternational Journal of Lifelong Education
dc.relation.replaceshttp://hdl.handle.net/123456789/6841
dc.relation.replaces123456789/6841
dc.subject.anzsrc1301 Education Systems
dc.titleSpace and time to engage: Mature-aged distance students learn to fit study into their lives
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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