3,209
Views
32
CrossRef citations to date
0
Altmetric
Articles

Space and time to engage: mature-aged distance students learn to fit study into their lives

, , &

References

  • Alsop, R., Gonzalez-Arnal, S., & Kilkey, M. (2008). The widening participation agenda: The marginal place of care. Gender and Education, 20, 623–637. doi:10.1080/0954025080221523510.1080/09540250802215235
  • Ayres, R., & Guilfoyle, A. (2008). Experiences of mature age female students studying psychology: A phenomenological account. In J. Renner, J. Cross, & L. McCormack (Eds.), Sustainability in higher education: Directions for change (pp. 46–59). Perth: Eden Cowan University.
  • Baxter, A., & Britton, C. (2001). Risk, identity and change: Becoming a mature student. International Studies in Sociology of Education, 11, 87–104. doi:10.1080/0962021010020006610.1080/09620210100200066
  • Bird, J., & Morgan, C. (2003). Adults contemplating university study at a distance: Issues, themes and concerns. The International Review of Research in Open and Distance Learning, 4(1), 1–15.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. doi:10.1191/1478088706qp063oa10.1191/1478088706qp063oa
  • Brooks, R. (2012). Negotiating time and space for study: Student–parents and familial relationships. Sociology, 47(3), 443–459.
  • Castles, J. (2004). Persistence and the adult learner: Factors affecting persistence in Open University students. Active Learning in Higher Education, 5, 166–179. doi:10.1177/146978740404381310.1177/1469787404043813
  • Cheng, C. H., Wei, L. Y., & Chen, Y. H. (2011). A new e-learning achievement evaluation model based on rough set and similarity filter. Computational Intelligence, 27, 260–279. doi:10.1111/j.1467-8640.2011.00380.x10.1111/coin.2011.27.issue-2
  • Christie, H., Munro, M., & Wager, F. (2005). ‘Day students’ in higher education: Widening access students and successful transitions to university life. International Studies in Sociology of Education, 15, 3–30. doi:10.1080/0962021050020012910.1080/09620210500200129
  • Christie, H., Tett, L., Cree, V. E., Hounsell, J., & McCune, V. (2008). ‘A real rollercoaster of confidence and emotions’: Learning to be a university student. Studies in Higher Education, 33, 567–581. doi:10.1080/0307507080237304010.1080/03075070802373040
  • Currie, J., & Eveline, J. (2011). E-technology and work/life balance for academics with young children. Higher Education, 62, 533–550.10.1007/s10734-010-9404-9
  • Denzin, N. K., & Lincoln, Y. S. (2005). Introduction. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 1–32). Thousand Oaks, CA: Sage.
  • Edwards, R. (1993). Mature women students: Separating or connecting family and education. London: Taylor & Francis.
  • Ertl, H., & Wright, S. (2008). Reviewing the literature on the student learning experience in higher education. London Review of Education, 6, 195–210. doi:10.1080/1474846080248934810.1080/14748460802489348
  • Fredricks, J. A., Blumenfeld, P., & Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.10.3102/00346543074001059
  • Gorard, S., Selwyn, N., & Madden, L. (2003). Logged on to learning? Assessing the impact of technology on participation in lifelong learning. International Journal of Lifelong Education, 22, 281–296. doi:10.1080/0260137030484510.1080/02601370304845
  • Griffiths, V. (2002). Crossing boundaries: The experiences of mature student mothers in initial teacher education. International Journal of Inclusive Education, 6, 267–285. doi:10.1080/1360311011009160710.1080/13603110110091607
  • Henderson, R., Noble, K., & De George-Walker, L. (2009). Transitioning into university: ‘Interrupted’ first year students problem-solving their way into study. Studies in Learning, Evaluation, Innovation and Development, 6, 51–65.
  • Jarvis, P., Holford, J., & Griffin, C. (2003). The theory and practice of learning (2nd ed.). London: Kogan Page.
  • Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38, 758–773. doi:10.1080/03075079.2011.59850510.1080/03075079.2011.598505
  • Kaufman-Scarborough, C. (2006). Time use and the impact of technology: Examining workspaces in the home. Time and Society, 15, 57–80.10.1177/0961463X06061782
  • Kember, D. (1999). Integrating part-time study with family, work and social obligations. Studies in Higher Education, 24, 109–124. doi:10.1080/0307507991233138017810.1080/03075079912331380178
  • Kirkwood, A. (2000). Learning at home with information and communication technologies. Distance Education, 21, 248–259. doi:10.1080/015879100021020410.1080/0158791000210204
  • Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago, IL: University of Chicago Press.
  • Lowe, J., & Gayle, V. (2007). Exploring the work/life/study balance: The experience of higher education students in a Scottish further education college. Journal of Further and Higher Education, 31, 225–238. doi:10.1080/0309877070142494210.1080/03098770701424942
  • Ministry of Education. (2011). Education counts. Retrieved 12 July, 2011, from http://www.educationcounts.govt.nz/statistics/tertiary_education
  • Moss, D. (2004). Creating space for learning: Conceptualizing women and higher education through space and time. Gender and Education, 16, 283–302. doi:10.1080/0954025004200025145210.1080/09540250042000251452
  • Moss, D. (2006). Gender, space and time: Women in higher education. Lanham, MD: Lexington Books.
  • Onwuegbuzie, A. J., & Leech, N. L. (2007). Validity and qualitative research: An oxymoron? Quality and Quantity, 41, 233–249. doi:10.1007/s11135-006-9000-310.1007/s11135-006-9000-3
  • Redecker, C., Ala-Mutka, K., Bacigalupo, M., Ferrari, A., & Punie, Y. (2009). Learning 2.0: The impact of Web 2.0 innovations on education and training in Europe. Luxembourg: Joint Research Centre, European Commission.
  • Rye, S. A. (2007). Flexibility, technology, and the daily life practices of distance students living beyond the digital mainstream. Geoforum, 38, 1028–1039. doi:10.1016/j.geoforum.2007.02.00310.1016/j.geoforum.2007.02.003
  • Sayer, A. (2000). Realism and social science. London: Sage.
  • Selwyn, N. (2011). ‘Finding an appropriate fit for me’: Examining the (in)flexibilities of international distance learning. International Journal of Lifelong Education, 30, 367–383. doi:10.1080/02601370.2011.57087310.1080/02601370.2011.570873
  • Servage, L. (2007). Just a minute sweetheart, Mom’s writing a paper. Home, flexible learning, and learning biographies with uneven plots. Paper presented at the Adult Education Research Conference, Halifax, Canada.
  • Trowler, V., & Trowler, P. (2010). Student engagement evidence summary. York: The Higher Education Academy.
  • Tyler-Smith, K. (2006). Early attrition among first time elearners: A review of factors that contribute to drop-out, withdrawal and non-completion rates of adult learners undertaking elearning programmes. Journal of Online Learning and Teaching, 2, 73–85.
  • Urquhart, B., & Pooley, J. (2007). The transition experience of Australian students to university: The importance of social support. The Australian Community Psychologist, 19, 78–91.
  • Vaccaro, A., & Lovell, C. D. (2010). Inspiration from home: Understanding family as key to adult women’s self-investment. Adult Education Quarterly, 60, 161–176. doi:10.1177/074171360933611110.1177/0741713609336111
  • White, S. (2008). Mothers who are student teachers: Navigating their dual roles in pre-service teacher education. Studies in Continuing Education, 30, 159–172. doi:10.1080/0158037080210206410.1080/01580370802102064
  • Willig, C. (2001). Introducing qualitative research in psychology: Adventures in theory and method. Buckingham: Open University Press.
  • Zembylas, M. (2008). Adult learners’ emotions in online learning. Distance Education, 29, 71–87. doi:10.1080/0158791080200485210.1080/01587910802004852
  • Zepke, N., Leach, L., & Butler, P. (2011). Non-institutional influences and student perceptions of success. Studies in Higher Education, 36, 227–242. doi:10.1080/0307507090354507410.1080/03075070903545074

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.