Combining and Managing Work-Family-Study Roles and Perceptions of Institutional Support

Autor/inn/en	Samra, Rajvinder; Waterhouse, Philippa; Lucassen, Mathijs
Titel	Combining and Managing Work-Family-Study Roles and Perceptions of Institutional Support
Quelle	In: Distance Education, 42 (2021) 1, S.88-105 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Samra, Rajvinder) ORCID (Waterhouse, Philippa) ORCID (Lucassen, Mathijs)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2020.1869530
Schlagwörter	Distance Education; Electronic Learning; Open Universities; Role Conflict; Student Employment; Student Responsibility; Family Role; Student Role; Student College Relationship; Academic Support Services; Tutors; Social Support Groups; Stress Variables; College Seniors; Habit Formation; Planning; Barriers; Adults; Foreign Countries; Help Seeking; Student Satisfaction; United Kingdom + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Offene Universität; Rollenkonflikt; Studentenarbeit; Förderlehrer; Lehrender; Tutor; Social support; Soziale Unterstützung; College; Colleges; Senior; Hochschule; Fachhochschule; Ablaufplanung; Planungsprozess; Ausland; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Großbritannien
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 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01