Literaturnachweis - Detailanzeige
| Autor/inn/en | Delaney, Lorraine; Brown, Mark |
|---|---|
| Titel | To Walk Invisible: Distance Students in a Dual-Mode University |
| Quelle | In: Distance Education, 39 (2018) 2, S.209-223 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0158-7919 |
| DOI | 10.1080/01587919.2018.1457948 |
| Schlagwörter | Distance Education; Foreign Countries; Universities; Blended Learning; Electronic Learning; Case Studies; Mixed Methods Research; Online Surveys; Semi Structured Interviews; Social Capital; Working Class; College Graduates; Sense of Community; Peer Relationship; Self Concept; Student College Relationship; Student Experience; Social Isolation; Ireland (Dublin) |
| Abstract | This paper argues that dual mode provision has a critical role to play in widening participation. The mixed methods study drew on institutional records, an online survey (n = 126) and 17 semi-structured interviews to explore the participation experience of a group of distance graduates (n = 268) from a dual mode university. Derived from the theories of Bourdieu, a social reproduction framework was employed, using the concepts of "habitus," "field" and "capital." Findings indicate that graduates shared a predominantly working class background. They chose a dual mode university as they did not want their degree seen in any way as different from those of conventional university graduates. During their participation they experienced a sense of belonging to their peer group, but not to the university. They perceived themselves to have been less important to the university than full-time students and felt excluded from institutional supports. Implications for dual mode provision are drawn from the findings. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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