ERIC Number: EJ1180178
Record Type: Journal
Publication Date: 2018
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0158-7919
EISSN: N/A
To Walk Invisible: Distance Students in a Dual-Mode University
Delaney, Lorraine; Brown, Mark
Distance Education, v39 n2 p209-223 2018
This paper argues that dual mode provision has a critical role to play in widening participation. The mixed methods study drew on institutional records, an online survey (n = 126) and 17 semi-structured interviews to explore the participation experience of a group of distance graduates (n = 268) from a dual mode university. Derived from the theories of Bourdieu, a social reproduction framework was employed, using the concepts of "habitus," "field" and "capital." Findings indicate that graduates shared a predominantly working class background. They chose a dual mode university as they did not want their degree seen in any way as different from those of conventional university graduates. During their participation they experienced a sense of belonging to their peer group, but not to the university. They perceived themselves to have been less important to the university than full-time students and felt excluded from institutional supports. Implications for dual mode provision are drawn from the findings.
Descriptors: Distance Education, Foreign Countries, Universities, Blended Learning, Electronic Learning, Case Studies, Mixed Methods Research, Online Surveys, Semi Structured Interviews, Social Capital, Working Class, College Graduates, Sense of Community, Peer Relationship, Self Concept, Student College Relationship, Student Experience, Social Isolation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland (Dublin)
Grant or Contract Numbers: N/A