Part-Time Learners in Open and Distance Learning: Revisiting the Critical Importance of Choice, Flexibility and Employability

Autor/inn/en	Butcher, John; Rose-Adams, John
Titel	Part-Time Learners in Open and Distance Learning: Revisiting the Critical Importance of Choice, Flexibility and Employability
Quelle	In: Open Learning, 30 (2015) 2, S.127-137 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
DOI	10.1080/02680513.2015.1055719
Schlagwörter	Foreign Countries; Open Education; Distance Education; Part Time Students; Higher Education; Social Justice; Barriers; Employment Potential; Open Universities; Undergraduate Students; Semi Structured Interviews; Case Studies; Rural Areas; Student Characteristics; Geographic Isolation; Family School Relationship; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Offene Erziehung; Offener Unterricht; Distance study; Distance learning; Fernunterricht; Part-time students; Teilzeitstudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziale Gerechtigkeit; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Offene Universität; Case study; Fallstudie; Case Study; Rural area; Ländlicher Raum
Abstract	In this article, we argue that, if open learning seeks to (re)assert a social justice mission, issues of openness and flexibility are more critical than ever. Drawing on qualitative data from a National Union of Students Wales/Open University study, which explored, in the voices of Welsh students, the identity, motivation and barriers faced by part-time distance learners, three key findings emerged. First, the chimaera of "choice"--for part-time distance learners whose personal circumstances prevent any other mode of study; second, the vacuity of policy assertions around "flexibility" in HE--what personalised learning means for part-time distance learners should be contested and re-examined; third, the mantra of "employability"--for part-time distance learners, employability is a conundrum which needs to be understood in a far more inclusively nuanced way. We conclude that the voices of part-time distance learners need to be heard by policy makers and should inform open universities' continuing efforts to enable vulnerable and marginalised learners to access HE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01