Postgraduate Students' Experience of a Jointly-Taught, Distance Learning Degree: The Example of a Russell Group University

Autor/inn/en	Sbaffi, Laura; Bennett, John
Titel	Postgraduate Students' Experience of a Jointly-Taught, Distance Learning Degree: The Example of a Russell Group University
Quelle	In: Journal of Higher Education Policy and Management, 41 (2019) 6, S.600-618 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sbaffi, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2019.1637612
Schlagwörter	Foreign Countries; Graduate Students; Student Experience; Distance Education; Student Attitudes; Educational Benefits; Barriers; Teaching Styles; Gender Differences; Dual Enrollment; Online Courses; Conventional Instruction; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studienerfahrung; Distance study; Distance learning; Fernunterricht; Schülerverhalten; Bildungsertrag; Lehrstil; Unterrichtsstil; Geschlechterkonflikt; Doppelstudium; Online course; Online-Kurs; Großbritannien
Abstract	This paper reports the results of a primary data collection exercise conducted with postgraduate students enrolled at a large Russell Group university in the UK. The aim of this study was to gain insights of students' experience of a jointly-taught, distance learning, part-time postgraduate programme. A mixed-methods approach involving an online survey and semi-structured interviews was adopted. The results show that students concentrated their perceptions on three main areas: the academic content of the programme, seen as current, interesting and relevant to their professional lives; delivery processes, including the advantages of the flexibility and tailored approach and the disadvantages of being exposed to different teaching styles and lack of face to face interaction; the administrative and practical aspects, accounting for the majority of complaints due to the discrepancies across the two schools responsible for the delivery of the programme. Differences in experience emerged depending on gender and year of enrolment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01