Barriers to Learning for Mature Students Studying HE in an FE College

Autor/inn/en	Burton, Karen; Lloyd, Mary Golding; Griffiths, Colin
Titel	Barriers to Learning for Mature Students Studying HE in an FE College
Quelle	In: Journal of Further and Higher Education, 35 (2011) 1, S.25-36 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
Schlagwörter	Adult Learning; Adult Students; Interviews; Barriers; Access to Education; Continuing Education; Higher Education; Foreign Countries; Educational Finance; Family Influence; Anxiety; Student School Relationship; Proximity; Educational Environment; Time; Employment Qualifications; College Preparation; Socioeconomic Influences; Geographic Location; Institutional Characteristics; United Kingdom + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Interviewing; Interviewtechnik; Education; Access; Bildung; Zugang; Bildungszugang; Weiterbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Bildungsfonds; Angst; Schüler-Lehrer-Beziehung; Lebensnähe; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Zeit; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Sozioökonomischer Faktor; Großbritannien
Abstract	The aim of this study was to investigate whether recognised barriers to learning still exist for mature adult learners in a higher education (HE) centre within a further education (FE) college. Eighty-four students who attend the further education college were asked to complete a questionnaire and participate in follow-up semi-structured interviews. The results identified that the impact of potential barriers is minimised by the approach adopted in the HE centre of the FE college in this study. The traditional barriers of accessibility of the institution, finance and family commitments did not seem to be an issue for these students. Contact with students early in the process seems to allay many of the fears about returning to study, particularly at HE level. This initial contact forms the basis of the support mechanisms that are laid down for each student throughout the course of their choice. This approach is a model designed for the particular FE institution described in this study. (Contains 3 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10