How Students Cope with Part-Time Study: An Analysis of Coping Mechanisms through an On-Line Forum

Autor/inn/en	Kember, David; Ying, Chan Kwok; Wan, Chan Shun; Yung, Chan Siu; Wai, Chan Tze; Mui, Chang Yuk; Wing, Cheung Kwong; Heung, Lau Kwai; Sam, Lee Lai; Chi, Lee Wai; Wanze, Li Wing Sze; Chuen, Tam Kam; Anne, Tang Oi Yin; Chu, Tse Lin; Jason, Tse Wai
Titel	How Students Cope with Part-Time Study: An Analysis of Coping Mechanisms through an On-Line Forum
Quelle	In: Active Learning in Higher Education: The Journal of the Institute for Learning and Teaching, 6 (2005) 3, S.230-242 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787405057662
Schlagwörter	Coping; Part Time Students; Social Life; Self Motivation; Persistence; Computer Mediated Communication; Family (Sociological Unit); Participatory Research; Performance Factors; Qualitative Research; Psychometrics; Comparative Analysis + Suchen Sie Ihr Suchwort? Bewältigung; Part-time students; Teilzeitstudent; Soziales Leben; Ausdauer; Computerkonferenz; Familie; Forschungstätigkeit; Leistungsindikator; Qualitative Forschung; Psychometry; Psychometrie
Abstract	This study provides a qualitative test and illustration of a model of how students cope with the demands of part-time study. The model shows that students who are successful in finding the time to complete the requirements of part-time courses do so by adopting three mechanisms; sacrifice, support and the negotiation of arrangements. All three mechanisms operate in four domains, namely work, family, social lives and the self. The mechanisms and domains were related together in a three by four matrix. Data to verify and illuminate the model were gathered by the researchers through an on-line forum discussion on the topic of coping with part-time study. The researchers themselves were studying part-time in a course called Adult Education and Professional Development. Analysis of the data showed that the work domain was very important but little adaptation was possible. The family was seen as the most important domain and all three mechanisms were used. Time was commonly found for part-time study by sacrificing social lives. The self-domain was interpreted as important in establishing motivation and self-determination. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10