Abstract
ABSTRACT This article explores the sustained impact of an Access module on mature students from disadvantaged backgrounds as they progress to undergraduate study. Framed in the context of OfS concerns about attrition and conceptualisation of dispositional, situational and institutional barriers, student survey and tutor focus group data were collected in a case study at the UK’s largest distance learning university. Findings suggested an Access module impacted by aligning learner confidence with improved academic writing, provided a crucial preparatory starting point, and led to enhancements in student time management and competence in learning online. Institutional barriers were mitigated through a 1–1 proactive tutoring model. Recommendations about the implications for improving support for Year 1 students are made.
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