ABSTRACT

Students registering for distance education degree-level study frequently cite flexibility as a factor influencing their choice for this mode of study, but little is known about how students manage simultaneous and/or potentially conflicting roles. This study used a self-report open-ended online survey, completed by 348 tertiary-level final-year undergraduate distance students in the United Kingdom. Respondents were asked how they managed to combine roles and their perceptions of university support. After a thematic analysis, three main themes were identified: building rituals and habits for learning, navigating online environments and contexts for learning, and responding to the pressures and problems that hindered their learning. Students expressed a desire for more proactive support from tutors. From the university, students wanted realistic and practical guidance and planning tools to prepare themselves and others (such as their employers and family) for the likely practical requirements of distance study when combining multiple roles.

摘要

注册远程教育学位水平学习的学生经常将灵活性作为影响他们选择这种学习模式的因素，但对于学生如何同时管理和/或可能发生冲突的角色知之甚少。这项研究使用了一项自我报告的开放式在线调查，该调查由英国的348名大学三年级的最后一年本科生远程教育学生完成。受访者被问到如何将角色和对大学支持的看法结合起来。经过主题分析后，确定了三个主要主题：建立学习的习惯和习惯，浏览学习的在线环境和环境以及应对阻碍他们学习的压力和问题。学生表示希望得到老师的更积极的支持。从大学开始