Returning to Learning: What are the academic development needs of mature and part-time students? What works to support and retain these students?

ÃÂ This paper considers issues around the support and retention of mature and part-time (MaP) students. It analyses the specific academic development needs of MaP students based on WengerÃ¢â¬â¢s model of learning (1998) which puts the academic learning needs of students into three broad categories;...

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Autores principales:	Louise Frith, Allia Wilson
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2014
Materias:	mature and part-time students identity community practice Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/2b7f84f8c1cd4503a661013bfe60164d
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spelling	oai:doaj.org-article:2b7f84f8c1cd4503a661013bfe60164d2021-11-29T14:03:45ZReturning to Learning: What are the academic development needs of mature and part-time students? What works to support and retain these students?10.47408/jldhe.v0i7.1401759-667Xhttps://doaj.org/article/2b7f84f8c1cd4503a661013bfe60164d2014-06-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/140https://doaj.org/toc/1759-667XÃÂ This paper considers issues around the support and retention of mature and part-time (MaP) students. It analyses the specific academic development needs of MaP students based on WengerÃ¢â¬â¢s model of learning (1998) which puts the academic learning needs of students into three broad categories; the first is academic confidence and learner identity, the second is the need for MaP students to integrate and build a sense of community and the third is for these students to overcome anxiety through practice and practical considerations. Then an Appreciative Inquiry (Cooperrider, Whitney and Stavros, 2008) approach is used to examine the extent to which the University of KentÃ¢â¬â¢s Student Learning Advisory Service (SLAS) supports MaP students through a programme of self-assessment of needs, one to one advice and targeted study skills sessions. The conclusion points to the positive responses received fromÃÂ MaP students about the programme but also acknowledges that more could be done; perhaps through reflection on studentsÃ¢â¬â¢ prior knowledge, a stronger emphasis on building social learning networks and the increased use of technology.ÃÂ Key words: mature and part-time students, identity, community, practiceLouise FrithAllia WilsonAssociation for Learning Development in Higher Education (ALDinHE)articlemature and part-time studentsidentitycommunitypracticeTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 7 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	mature and part-time students identity community practice Theory and practice of education LB5-3640
spellingShingle	mature and part-time students identity community practice Theory and practice of education LB5-3640 Louise Frith Allia Wilson Returning to Learning: What are the academic development needs of mature and part-time students? What works to support and retain these students?
description	ÃÂ This paper considers issues around the support and retention of mature and part-time (MaP) students. It analyses the specific academic development needs of MaP students based on WengerÃ¢â¬â¢s model of learning (1998) which puts the academic learning needs of students into three broad categories; the first is academic confidence and learner identity, the second is the need for MaP students to integrate and build a sense of community and the third is for these students to overcome anxiety through practice and practical considerations. Then an Appreciative Inquiry (Cooperrider, Whitney and Stavros, 2008) approach is used to examine the extent to which the University of KentÃ¢â¬â¢s Student Learning Advisory Service (SLAS) supports MaP students through a programme of self-assessment of needs, one to one advice and targeted study skills sessions. The conclusion points to the positive responses received fromÃÂ MaP students about the programme but also acknowledges that more could be done; perhaps through reflection on studentsÃ¢â¬â¢ prior knowledge, a stronger emphasis on building social learning networks and the increased use of technology.ÃÂ Key words: mature and part-time students, identity, community, practice
format	article
author	Louise Frith Allia Wilson
author_facet	Louise Frith Allia Wilson
author_sort	Louise Frith
title	Returning to Learning: What are the academic development needs of mature and part-time students? What works to support and retain these students?
title_short	Returning to Learning: What are the academic development needs of mature and part-time students? What works to support and retain these students?
title_full	Returning to Learning: What are the academic development needs of mature and part-time students? What works to support and retain these students?
title_fullStr	Returning to Learning: What are the academic development needs of mature and part-time students? What works to support and retain these students?
title_full_unstemmed	Returning to Learning: What are the academic development needs of mature and part-time students? What works to support and retain these students?
title_sort	returning to learning: what are the academic development needs of mature and part-time students? what works to support and retain these students?
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2014
url	https://doaj.org/article/2b7f84f8c1cd4503a661013bfe60164d
work_keys_str_mv	AT louisefrith returningtolearningwhataretheacademicdevelopmentneedsofmatureandparttimestudentswhatworkstosupportandretainthesestudents AT alliawilson returningtolearningwhataretheacademicdevelopmentneedsofmatureandparttimestudentswhatworkstosupportandretainthesestudents
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Returning to Learning: What are the academic development needs of mature and part-time students? What works to support and retain these students?

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