In Their Own Voices: Study Habits of Distance Education Students

Autor/in	Buck, Stefanie
Titel	In Their Own Voices: Study Habits of Distance Education Students
Quelle	In: Journal of Library & Information Services In Distance Learning, 10 (2016) 3-4, S.137-173 (37 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-290X
DOI	10.1080/1533290X.2016.1206781
Schlagwörter	Study Habits; Distance Education; Ethnography; Academic Libraries; Library Services; Student Behavior; Electronic Learning; Undergraduate Students; Interviews; Photography; Oregon + Suchen Sie Ihr Suchwort? Study behavior; Study behaviour; Studienverhalten; Distance study; Distance learning; Fernunterricht; Ethnografie; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Bibliotheksarbeit; Student behaviour; Schülerverhalten; Interviewing; Interviewtechnik; Fotografie
Abstract	Distance learners must balance many challenges when studying away from their home institution, including balancing work, family and study times. How, where, and when a student organizes and interacts with his or her study environment is a significant factor in student persistence and retention. Support services provided by the home institution, including the library, that can help students succeed are an essential resource but capturing how, if, and why distance students interact with these services presents a unique challenge. Distance from the home institution means that the distance learner's voice is often lost. This research study uses an ethnographic method (photo-elicitation) to gain a better understanding of how distance learners engage with their study environment and offers some suggestions on what libraries can do to close the gap. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01