Who am I and what keeps me going? Profiling the distance learning student in higher education

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) , o...

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Autor principal:	Jacqueline Aundree Baxter
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2012
Materias:	student retention student progression distance universities online identity forum moderation online teaching Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/983882222021425f850b2094f68ca3b8
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id	oai:doaj.org-article:983882222021425f850b2094f68ca3b8
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spelling	oai:doaj.org-article:983882222021425f850b2094f68ca3b82021-12-02T19:20:30ZWho am I and what keeps me going? Profiling the distance learning student in higher education10.19173/irrodl.v13i4.12831492-3831https://doaj.org/article/983882222021425f850b2094f68ca3b82012-08-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1283https://doaj.org/toc/1492-3831 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. Jacqueline Aundree BaxterAthabasca University Pressarticlestudent retentionstudent progressiondistance universitiesonline identityforum moderationonline teachingSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 13, Iss 4 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	student retention student progression distance universities online identity forum moderation online teaching Special aspects of education LC8-6691
spellingShingle	student retention student progression distance universities online identity forum moderation online teaching Special aspects of education LC8-6691 Jacqueline Aundree Baxter Who am I and what keeps me going? Profiling the distance learning student in higher education
description	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.
format	article
author	Jacqueline Aundree Baxter
author_facet	Jacqueline Aundree Baxter
author_sort	Jacqueline Aundree Baxter
title	Who am I and what keeps me going? Profiling the distance learning student in higher education
title_short	Who am I and what keeps me going? Profiling the distance learning student in higher education
title_full	Who am I and what keeps me going? Profiling the distance learning student in higher education
title_fullStr	Who am I and what keeps me going? Profiling the distance learning student in higher education
title_full_unstemmed	Who am I and what keeps me going? Profiling the distance learning student in higher education
title_sort	who am i and what keeps me going? profiling the distance learning student in higher education
publisher	Athabasca University Press
publishDate	2012
url	https://doaj.org/article/983882222021425f850b2094f68ca3b8
work_keys_str_mv	AT jacquelineaundreebaxter whoamiandwhatkeepsmegoingprofilingthedistancelearningstudentinhighereducation
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Who am I and what keeps me going? Profiling the distance learning student in higher education

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