On Reflection: Mature Students' Views of Teaching and Learning on Access to Higher Education Courses

Autor/inn/en	Busher, Hugh; James, Nalita; Piela, Anna
Titel	On Reflection: Mature Students' Views of Teaching and Learning on Access to Higher Education Courses
Quelle	In: International Studies in Sociology of Education, 25 (2015) 4, S.296-313 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2015.1083405
Schlagwörter	Student Attitudes; Access to Education; Prior Learning; Adult Students; Questionnaires; Qualitative Research; Cooperative Learning; Statistical Analysis; Socioeconomic Background; Higher Education; Foreign Countries; Teacher Role; Educational Policy; Self Concept; Educational Practices; Teacher Student Relationship; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schülerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Vorkenntnisse; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Fragebogen; Qualitative Forschung; Kooperatives Lernen; Statistische Analyse; Sozioökonomische Lage; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Lehrerrolle; Politics of education; Bildungspolitik; Selbstkonzept; Bildungspraxis; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Mature students' experiences of learning and teaching on Access to Higher Education course are coloured by their socio-economic backgrounds, their prior experiences of learning and their relationships with their tutors. After giving informed consent, 60 students and 20 tutors across seven colleges in a region of England in 2012-2013 took part in interviews on these topics, the former group on three occasions during the academic year. A further 500 students across the colleges completed two questionnaires during the year. Qualitative data were analysed inductively. Quantitative data were analysed with simple descriptive statistics. Findings suggest that students preferred tutors who treated them respectfully, modelled effective learning practices clearly and empowered them to be independent learners. They also welcomed working collaboratively with their fellow students and being supported by the institutions they attended. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01