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

Baxter, Jacqueline

doi:10.19173/irrodl.v13i4.1283

Cited by 70 publications

(54 citation statements)

References 44 publications

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“…Instead, social confidence in a digital learning environment is worthy of further research. This finding echoes Baxter's (2012) conclusion that some students need support to develop successful online interactions and relationships with fellow students. The idea that teachers have a role in shaping the social culture of a digital classroom is aligned with Jones (2010) who argues that academic caring is important for online students to an extent that matches classroom students.…”

Section: Discussionsupporting

confidence: 76%

“…They appreciated the value of ideas exchange and co-construction of knowledge. To this end, as Baxter (2012) suggested, initiating online interaction with fellow students was a central feature of their weekly study activity. Furthermore, they valued the online presence of lecturers for the purposes of discussion; rather more than for instruction.…”

Section: Discussionmentioning

confidence: 99%

“…Baxter (2012) draws a stark contrast between students who are able to initiate and sustain very successful online interactions and relationships with fellow students, and those to whom digital confidence is not intuitive. Baxter argues that, in the absence of adequate support services, feelings of exclusion precipitated by lack of ability to successfully form online friendships may be equally, if not more, powerful reasons than academic issues in terms of why distance learning students fail to progress.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

In their own words: Student stories of seeking learning support

Brown¹,

Hughes

Keppell³

et al. 2013

Open Praxis

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Many Open and Distance Learning (ODL) providers report that their students are prone to lower rates of retention and completion than campus-based students. Against this background, there is growing interest around distance-specific learning support. The current research investigated the experiences of students during their first semester as distance learners at Massey University in New Zealand. The overarching methodology was Design-Based Research, within which phenomenological data gathering methods were used to study the experiences of twenty participants from their own point of view. Using video cameras, over twentytwo hours of self-reflections were gathered between July and November 2011 using a technique adapted from previous studies. A grounded theory approach was applied to the process of thematic data analysis. Results revealed how participants varied in their engagement with learning supports, including orientation events, outreach activity, cultural services, learning consultants, library services, fellow students, lecturers, residential courses, and other people. The discussion reflects on clusters of participants who utilised learning supports effectively, moderately and barely. The paper concludes by summarizing how the current research has had an impact on the design of learning support services at one of the world's leading providers of distance education.

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Section: Discussionsupporting

confidence: 76%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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In their own words: Student stories of seeking learning support

Brown¹,

Hughes

Keppell³

et al. 2013

Open Praxis

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show abstract

“…This level of control has been found to be particularly important in the way in which it engenders feelings of positive motivation and links strongly to student retention and feelings of success (see Baxter, 2010Baxter, , 2012. In drawing upon theory relating to online communities of practice (Hammond, 2000;Lave & Wenger, 1991;Wenger, 1998) and online identity (Baxter, 2012(Baxter, , 2012a) it explores the ways in which a large online forum contributes to learners' sense of agency and identity.…”

Section: Introductionmentioning

confidence: 99%

Roles and student identities in online large course forums: Implications for practice

Baxter

Haycock

2014

IRRODL

Self Cite

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The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning such as the MOOC (massive open online course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities provide both opportunity and challenge for online tutors and learners alike. The recognition of the role that online tutors and student identity plays in the field of retention and progression of distance learners is also well documented in the field of distance learning. Focusing on a course forum linked to a single Level 2 undergraduate module and open to over 1,000 students, this ideographic case study, set in a large distance learning university, uses qualitative methodology to examine the extent to which participation in a large forum can be considered within community of practice (COP) frameworks and contributes to feelings of efficacy, student identity, and motivation. The paper draws on current theory pertaining to online communities and examines this in relation to the extent to which the forum adds to feelings of academic and social integration. The study concludes that although the large forum environment facilitates a certain degree of academic integration and identity there is evidence that it also presents a number of barriers producing negative effects on student motivation and online identity.

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“…The current study suggests that teachers are important role models whose interactions shape the digital culture and the sense of belonging among a community of online learners. In subtle contrast, Baxter (2012) has placed an emphasis on distance learners' peers as a primary source of inspiration; specifically those with the ability to "initiate and sustain very successful online interactions and relationships with other students" (p.122). However, the authors of the present study agree with Baxter (2012) that the engagement of distance learners is powerfully influenced by their ability to develop study-related relationships in a digital environment.…”

mentioning

confidence: 99%

Stories from Students in Their First Semester of Distance Learning

Brown¹,

Hughes²,

Keppell³

et al. 2015

IRRODL

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Online and distance learning is becoming increasingly common. Some would say it has quickly become the preferred or 'new normal' mode of study throughout the world. However, surprisingly little is known about what actually happens to first year distance students once they have enrolled in tertiary institutions; what motivates them and how they actually experience the transition to formal study by distance. This gap in the literature presents a challenge for distance education providers who, worldwide, are coming under increasing scrutiny in light of poor retention, progression, and completion rates. Against this backdrop, the purpose of the current study was to gather insights and seek a deeper understanding from first-time distance learners about the nature of their experiences. The study involved a mixed method approach over three phases. This paper focuses on the third phase, which was the major component of the study. The lived experiences of 20 first-time distance learners were gathered, in their own words, using weekly video diaries for data collection. Over 22 hours of video data was transcribed and thematically analysed, from which five themes have been reported. The discussion reflects on the ways that video diaries have provided a unique insight around the complexities of distance learning -as distinct from campus-based learning. The paper concludes that the new digital learning environment made possible by the Internet offers a number of exciting possibilities for distance learners; however, more needs to be done by institutions to change the 'lone wolf' preconception of distance education and to avoid the 'goulash approach' to supporting distance learners. The lives of first-time distance learners are not black and white; they are complex shades of grey and this need to be taken in to account when designing appropriate learning experiences and supports to ensure student success. Stories from Students in Their First Semester of Distance LearningBrown, Hughes, Keppell, Hard and Smith 2

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

Cited by 70 publications

References 44 publications

In their own words: Student stories of seeking learning support

In their own words: Student stories of seeking learning support

Roles and student identities in online large course forums: Implications for practice

Stories from Students in Their First Semester of Distance Learning

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