Head start online: flexibility, transitions and student success

Brunton, James; Brown, Mark; Costello, Eamon; Farrell, Orna

doi:10.1080/09523987.2018.1548783

Cited by 15 publications

(13 citation statements)

References 24 publications

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“…The purpose of this study was to explore University of Sanctuary scholars' experiences of starting to study in the context of online learning HE context. The findings of this study indicate that University of Sanctuary scholars shared similar profile to new online HE students such as fitting in, balancing study and life commitments, forming support networks, and becoming familiar with the virtual learning environment (Brunton et al 2018). However, this cohort had identifiable differences in terms of the stark contrast between their refugee identity and their new student identity.…”

Section: Discussionmentioning

confidence: 75%

“…Issues with time-management could stem from the unrealistic expectations of online learning experience (Brown et al 2015). Retention of students could be facilitated by a strong sense of belonging to the community (Brunton et al 2018;Stone and O'Shea 2019), but such a sense of belonging could be negatively affected by the sense of isolation that is a pervasive issue in online learning (Nichols 2011), and also by the fact that HE institutions often seem like alien cultures to adult learners, often perceived as being negative or obstructive entities (Mallman and Lee 2016).…”

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

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‘This is two different worlds, you have the asylum world and you have the study world’: an exploration of refugee participation in online Irish higher education

Farrell

Brunton

Costello

et al. 2020

Research in Learning Technology

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This qualitative study explores the transition experiences of refugees to study online in Dublin City University (DCU). Asylum seekers face financial, structural, cultural and digital equity barriers to access higher education (HE). In response to these barriers to access, DCU became a 'University of Sanctuary' in 2017, offering scholarships to refugees. Data were collected via semi-structured interviews. Four themes were constructed in the data-led thematic analysis: asylum world, belonging to the DCU community, the personal impact of studying and study world. Overall, this study strengthens the idea that access programmes such as the University of Sanctuary scholarships can facilitate participation in HE for refugees, provided that the necessary support to address the financial, structural, cultural and digital equity barriers is in place.

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Section: Discussionmentioning

confidence: 75%

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

‘This is two different worlds, you have the asylum world and you have the study world’: an exploration of refugee participation in online Irish higher education

Farrell

Brunton

Costello

et al. 2020

Research in Learning Technology

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“…Ideally, such tools would be used within a cohesive, pre-entry course. Such tools or courses may be closed, only offered to new learners within the 'digital walls' of the institution or open, offered freely through the institution's website or in Massive Open Online Courses (MOOCs) (Brunton, Brown, Costello, & Farrell, 2018).…”

Section: The Role Digital Technologies Play In Learner Successmentioning

confidence: 99%

Learner Success and Digital Technologies

Brunton

Brown

2019

Encyclopedia of Teacher Education

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“…For such an individual to remain in the context may be harmful to that context and the individual. Many institutions engage in activities designed to facilitate student transition into higher education (Brunton, Brown, Costello & Farrell, 2018a;2018b;Cook & Rushton, 2009;Farrell, Brunton, & Trevaskis, 2019;Garder, Siegel & Cutright, 2001), as active support during transitions can develop the skills needed for longer-term success (Nash, 2005;Thomas et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Duelling identities in refugees learning through open, online higher education

et al. 2019

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This paper reports on a qualitative study of the transition experiences of refugees studying through open and online higher education. Online, open education programmes have considerable potential to provide flexible access to education for refugees, who are not well represented within higher education. As part of a wider University of Sanctuary initiative, interview data from six Ireland-based refugees was analysed using a data-led, qualitative methodological framework grounded in discursive psychology. Findings indicate that participants’ transition narratives are typical in many ways as they form student identities while managing their existing identities and begin to feel, or not, that they belong. Participants constructed a stark divide between two duelling identities, between their identity as a refugee and their new identity as an online learner. Identification with the university was emphasised in contrast to disidentification with the ‘asylum world’. These findings indicate that a strategically connected approach to supporting refugees transition into higher education can impact positively on these students.

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Head start online: flexibility, transitions and student success

Cited by 15 publications

References 24 publications

‘This is two different worlds, you have the asylum world and you have the study world’: an exploration of refugee participation in online Irish higher education

‘This is two different worlds, you have the asylum world and you have the study world’: an exploration of refugee participation in online Irish higher education

Learner Success and Digital Technologies

Duelling identities in refugees learning through open, online higher education

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