Troubled times? Personal identity, distance education and open learning

Edwards, Richard

doi:10.1080/0268051960110101

Cited by 14 publications

(2 citation statements)

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“…To a certain extent, they are learned identities formed from a mix of personal biographies and interactions with communities within their personal and student lives (Lave et al, 1991b;Wenger, 1998), to be viewed as part of a trajectory of intersecting identities that revolve around culture, assumptions, socioeconomic background, gender, and language (Singh et al, 2006). In part they are modeled on others, yet are also uniquely individual (Edwards, 1996;Burke & Reitzes, 1991). Just as professional identities link to motivation and emotion and feelings of doing a good job, a strong and salient student identity links to the extent to which students are retained and progress within higher education.…”

Section: Introductionmentioning

confidence: 99%

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

Baxter

2012

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<p>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.</p>

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Section: Introductionmentioning

confidence: 99%

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

Baxter

2012

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“…There is a de-differentiating of borders and SPATIAL METAPHORS AND EDUCATION opening up of what in a British context can be termed a 'moorland' of lifelong learning (Edwards, 1997;Edwards & Usher, 1997). Here, people are more aptly seen as de-territorialised 'learners' rather than firmly located 'students' (Edwards, 1996). It is perhaps also worth remembering that pedagogy has been discursively constructed by means of fixed conceptions of time and space.…”

Section: A Pedagogy Of (Dis)locationmentioning

confidence: 96%