Open Learning: The Journal of Open, Distance and e-Learning Pub Date : 2020-12-03 , DOI: 10.1080/02680513.2020.1850250 Lucy Rai 1 , Jennifer Simpson 2
ABSTRACT
The disproportionately low degrees awarded to Ethnic Minority students are stark, representing an enduring challenge across the entire higher education sector including distance education. This paper reports on a study conducted in a distance learning university in the UK which employed a mixed-methods approach to explore the experiences of Ethnic Minority students. The paper draws on the concept of ‘over-efforting’ and research undertaken by Stevenson into personal educational histories. The methodology included quantitative analysis to provide a broad context with additional qualitative analysis of three case studies to provide rich, deep data. In combination, these data enable the authors to explore the significance of personal educational histories to understand the individual experiences of three students within the context of broader quantitative patterns. The paper offers some insights into these experiences in order to raise important questions about the impact of identities and personal educational histories on participating in tuition within the context of distance education.
中文翻译:
聆听学习的故事:少数民族学生在远程教育背景下的认同感与获奖差距
摘要
授予少数族裔学生的学位比例过低是显而易见的,这代表了包括远程教育在内的整个高等教育部门的持久挑战。本文报告了在英国一所远程学习大学进行的一项研究,该研究采用混合方法来探索少数民族学生的经历。该论文借鉴了“过度努力”的概念和史蒂文森对个人教育历史进行的研究。该方法包括定量分析以提供广泛的背景,同时对三个案例研究进行额外的定性分析以提供丰富、深入的数据。结合,这些数据使作者能够探索个人教育历史的重要性,以在更广泛的定量模式背景下理解三名学生的个人经历。本文提供了对这些经历的一些见解,以提出有关身份和个人教育历史对远程教育背景下参加学费的影响的重要问题。