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Who am I and what keeps me going? Profiling the distance learning student in higher education
Posted on 11 November 2012 by Shahril Effendi Bin Ibrahim (Senior Librarian)
Authorship Details
Jacqueline Aundree Baxter
Publication Details
Resource Type: 
Article
Publication Date: 
2012
Publication Title: 
The International Review of Research in Open and Distance Learning
Publisher: 
Athabasca University
Volume: 
13
Issue or Number: 
4
Summary

Student retention and progression has exercised the HE sector for some time now, and there has been much research into the reasons why students drop out of Higher Education courses. (Allen, 2006; Buglear, 2009;). More recently the Higher Education Academy Grants Programme Briefing (HEFCE, 2010) , outlined a number of areas that emergent project data revealed as being important to both the retention and progression of students, including areas outlined by a number of researchers as being essential to student success: expectations, support, feedback and involvement. But there has been less research, particularly within the distance learning sector, into factors that encourage students to stay (O'Brien, 2002). This small scale qualitative project using qualitative research methods and based in the Open University UK, builds upon an intensive institutional research project analyzing what type of interventions make a positive difference to student progression and success. The research revealed insights into factors linked to the expectations, identities and support of students which proved influential in terms of their resilience and motivation to remain on course. (Abstract by author)

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