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Autor/inn/en | Samra, Rajvinder; Waterhouse, Philippa; Lucassen, Mathijs |
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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 |
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 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). |
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 | 2024/1/01 |