Abstract
This paper reports on a research project that sought to investigate the experiences of first-time distance learners from their own perspectives, in their own words, through weekly video diaries. The research took place against a background of growing concern about low retention and completion rates among distance students, which raises questions about what actually happens to learners once they begin their study. While the project will ultimately generate evidence-based deliverables targeted at both distance education providers and distance learners, this paper reports on a selection of learner stories that highlight the nature of superficial social inclusion in the absence of support and engagement strategies that reach out at the point of need throughout the study lifecycle. The research challenges educators to reflect on the difficulties of supporting distance students to engage effectively with study amid other life and work commitments, at the same time as being mindful that to survive the distance they need to be independent, self-motivated learners.
Highlights
Background contextDistance education has its roots in providing access to education to people and groups who might not otherwise have the opportunity to undertake study
An increasing number of students in Australia are studying via distance but relatively little is known about the differences in how they learn from campus-based learners (Australasian Survey of Student Engagement [AUSSE], 2010)
In Australasia, some indicators concur that distance learners are less engaged than on-campus students (AUSSE, 2010); a recent aggregated analysis of New Zealand university survey data claims they are more engaged than on-campus students (Poskitt, Rees & Suddaby, 2011)
Summary
Distance education has its roots in providing access to education to people and groups who might not otherwise have the opportunity to undertake study. In Australasia, some indicators concur that distance learners are less engaged than on-campus students (AUSSE, 2010); a recent aggregated analysis of New Zealand university survey data claims they are more engaged than on-campus students (Poskitt, Rees & Suddaby, 2011). In this context, there is a notable contrast in the respective governments' education policy in promoting wider participation to tertiary education.
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