Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network最新文献_第3页

'What Is? What If? What Next?' Why institutions must urgently identify, support, and celebrate their student-parents – and imagining a world in which they do so “是什么?”如果什么?下一个什么?”为什么学校必须迫切地识别、支持和赞美他们的学生家长——并想象一个他们这样做的世界

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-02-28 DOI: 10.5456/wpll.24.3.165

Andrea Todd

{"title":"'What Is? What If? What Next?' Why institutions must urgently identify, support, and celebrate their student-parents – and imagining a world in which they do so","authors":"Andrea Todd","doi":"10.5456/wpll.24.3.165","DOIUrl":"https://doi.org/10.5456/wpll.24.3.165","url":null,"abstract":"Students who have dependent children are 'relatively invisible in the policy and physical spaces of universities' (Moreau and Kerner, 2015: p.4), are 'ignored or only briefly mentioned' in governmental communications (Moreau, 2014: p2), and are impossible to track in terms of entrance\u0000 to, performance at, or attrition rate from, higher education. There is no obligation on institutions in England and Wales to compile data on their students' family circumstances (Moreau, 2014), and as such student-parents at such institutions can remain unidentified and unsupported throughout\u0000 their higher education journey. With the aim of adding urgency to the calls to take the first step in supporting student parents, this paper uses Hopkins' (Hopkins, R., 2019; 2022a) 'What is? What if? What next?' method to stimulate conversation about this overlooked cohort, and to visualise\u0000 the ways in which studentparents could be supported and celebrated by their institutions if they were visible participants in higher education. The article underlines why the higher education sector should collect data on student-parents ('What is'); presents a vision of the university of\u0000 the future which collects data from, and thus is able to support and celebrate, its student-parent population ('What if'); and urges higher education institutions, in the absence of a national requirement to do so, to compile data on an institutional level which in turn facilitates the retention,\u0000 progression, achievement and satisfaction of this committed and motivated cohort ('What next').","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75122818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Open to Success: Evaluating the impact of the Open Learning Champions project in Scotland 向成功开放:评估苏格兰开放学习冠军项目的影响

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-02-28 DOI: 10.5456/wpll.24.3.152

G. Ryan, Lidia Dancu

引用次数: 0

Editorial – special edition – ' Lessons from digital spaces: opportunities and challenges for widening participation through online learning ' 社论-特别版-“数字空间的教训:通过在线学习扩大参与的机遇和挑战”

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2022-07-01 DOI: 10.5456/wpll.24.2.1

J. Stokes, J. Butcher

引用次数: 0

Navigating pedagogical challenges through authentic pedagogy during the transition to online learning amid COVID-19 在2019冠状病毒病期间向在线学习过渡期间，通过真实教学法应对教学挑战

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2022-07-01 DOI: 10.5456/wpll.24.2.83

Jennifer van Krieken Robson, Francesca Zanatta

{"title":"Navigating pedagogical challenges through authentic pedagogy during the transition to online learning amid COVID-19","authors":"Jennifer van Krieken Robson, Francesca Zanatta","doi":"10.5456/wpll.24.2.83","DOIUrl":"https://doi.org/10.5456/wpll.24.2.83","url":null,"abstract":"COVID-19 has required a significant and abrupt shift in the way we teach and learn in the field of Higher Education (HE). This paper explores an innovation in pedagogy in HE as lecturers and students transition from learning on campus to learning online. The transition to online learning,\u0000 in this context, is problematised within the broader context of digital exclusion and the significance of foregrounding students' needs. The reflections presented in this paper derive from a re-envisioned undergraduate final year research project module delivered to a large diverse cohort\u0000 of students (100+). In this module we applied premises underpinning authentic pedagogy, bringing the challenges faced by learners to the foreground whilst privileging student agency, autonomy, and competency. An element of the module previously delivered through in-person group supervisions\u0000 was reconfigured into one-hour online workshops structured through a cycle of opportunities for participation. In our reflections we identify that students' agency, the promotion of social int eraction, and continuity in pedagogy were key elements in enabling the formation of a community of\u0000 learning.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84278809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Widening access and participation for learning introductory microeconomics: using students' own contextualised storytelling 扩大微观经济学入门学习的途径和参与:使用学生自己的情境化故事

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2022-07-01 DOI: 10.5456/wpll.24.2.94

Carl Sherwood

{"title":"Widening access and participation for learning introductory microeconomics: using students' own contextualised storytelling","authors":"Carl Sherwood","doi":"10.5456/wpll.24.2.94","DOIUrl":"https://doi.org/10.5456/wpll.24.2.94","url":null,"abstract":"The fear of mathematics has long posed a barrier to wider participation and access for students to make sense of introductory microeconomics. The use of students' own written, contextualised stories as an assessment task was used to address the problem. Data was collected from a survey\u0000 of 122 undergraduate and postgraduate students at an Australian leading research-intensive university to evaluate the impact on student learning. Preliminary findings suggested students' own contextualised stories helped them to meaningfully connect their learning to personal life experiences,\u0000 link their learning to topical news events, and to appreciate the value of learning economics. Postgraduate students tended to value using contextualised stories twice as much as undergraduate students. The assessment task provides teachers of introductory micro economics insights into the\u0000 value of students' own contextualised storytelling for learning, while also having implications for wider access and participation of mathematically challenged students from diverse backgrounds.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74212884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Beginning, becoming and belonging: using liminal spaces to explore how part-time adult learners negotiate emergent identities when embarking on undergraduate online study 开始，成为和归属:利用阈限空间探索兼职成人学习者在开始本科在线学习时如何协商紧急身份

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2022-07-01 DOI: 10.5456/wpll.24.2.7

Kara Johnson

{"title":"Beginning, becoming and belonging: using liminal spaces to explore how part-time adult learners negotiate emergent identities when embarking on undergraduate online study","authors":"Kara Johnson","doi":"10.5456/wpll.24.2.7","DOIUrl":"https://doi.org/10.5456/wpll.24.2.7","url":null,"abstract":"Using the concept of liminal spaces, this paper discusses findings from a study exploring the experiences of fifteen adults as they negotiate their identity as online learners during the first module on a part-time undergraduate degree programme. Online programmes enable adult learners\u0000 with diverse backgrounds and responsibilities to choose when and how they study and therefore make decisions of how their aspirations are best met. The convenience and flexibility of these hybrid spaces enables them to take control of their learning. However, such benefits are reliant upon\u0000 negotiating new ideas, technologies, constructs of learning and emergent identities which may sit at the counterpoint of existing roles, responsibilities and experiences. For some, this period of transition can consequently be characterised by disorientation and liminality. The findings presented\u0000 here provide new insights into the experiences of adults who choose to study online, highlighting the extent of the entanglement between their emergent identities and personal lifeworld. I explore the interplay of the factors which shape these early encounters and, using a narrative approach,\u0000 examine how identities are forged, how the opportunities and challenges presented by online spaces are negotiated, and the importance of a sense of belonging. This approach contributes to the growing field of online research methods through an innovative use of online reflective journals and\u0000 Skype interviews and further extends the writing on liminality into online spaces. Although the data for this study was collected and analysed before the COVID-19 pandemic, I examine what we, as educatorresearchers, can learn from these narratives and how this might inform our professional\u0000 practice in the COVID-19 context.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"126 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76674806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Partnership building for student access in online spaces: an evaluative exploration of the Higher Education Progression Partnership South Yorkshire 为学生访问在线空间建立伙伴关系:南约克郡高等教育发展伙伴关系的评估探索

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2022-07-01 DOI: 10.5456/wpll.24.2.58

N. Pickering, A. Donnelly

{"title":"Partnership building for student access in online spaces: an evaluative exploration of the Higher Education Progression Partnership South Yorkshire","authors":"N. Pickering, A. Donnelly","doi":"10.5456/wpll.24.2.58","DOIUrl":"https://doi.org/10.5456/wpll.24.2.58","url":null,"abstract":"The COVID-19 pandemic has caused significant disruption to the educational experiences of young people and to educational institutions. This article will examine the opportunities and challenges of the 'emergency' move to online spaces for the universities, schools and colleges in the\u0000 Higher Education Progression Partnership South Yorkshire (HeppSY). Within the article, there is a particular focus on stakeholder groups and their relationships, which were vital for accessing and engaging the target students for activities and initiatives, but they are often not explicitly\u0000 discussed when evaluating the impact of widening participation activities. This article will present the findings of 16 interviews and focus groups and the opportunities and challenges of moving into an online space will be outlined from the perspective of two stakeholder groups, as well as\u0000 issues around digital poverty, capability and funding. The discussion section will focus on the implications of the online environment for widening participation and partnerships and how it can be moved beyond emergency online delivery to be planned and sustainable. It concludes by outlining\u0000 the role of the online in widening participation and partnership working that will help drive the diversification of access post-pandemic.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75088348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mature-aged students' experiences of learning online in regional and remote Australia: an ecological systems perspective 澳大利亚地区和偏远地区大龄学生在线学习体验:生态系统视角

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2022-07-01 DOI: 10.5456/wpll.24.2.30

N. Crawford, S. Emery, C. Stone

{"title":"Mature-aged students' experiences of learning online in regional and remote Australia: an ecological systems perspective","authors":"N. Crawford, S. Emery, C. Stone","doi":"10.5456/wpll.24.2.30","DOIUrl":"https://doi.org/10.5456/wpll.24.2.30","url":null,"abstract":"University students who live and work in regional, rural and remote areas face challenges in studying at a distance from their institution's metropolitan or satellite campus. For mature-aged students in particular, relocating to a city campus is unrealistic, due to their family and\u0000 employment commitments, and travel time and costs. A pragmatic alternative embraced by high proportions of mature-aged students is to study online. However, learning online has welldocumented difficulties. This article explores the online learning experiences of mature-aged university students\u0000 in regional and remote Australia via students' individual stories in the form of three vignettes . Bronfenbrenner's ecological systems model is employed to analyse the vignettes for systemic and structural factors that condition the students' experiences. This theoretical frame affords new\u0000 insights into the challenges of learning online. We found that influences beyond the actions of individual students and staff, such as students' internet access and the casualisation of the university workforce, help explain why staff working 'on the ground' may not always be able to provide\u0000 'quality' curriculum and support for online students. Placing experiences of individual students within larger contexts uncovers how institutional elements and broader higher education policy can influence the learning for students studying online.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"15 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78387906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Opportunities and challenges in widening participation through online learning: comparison of findings in a further and higher education provider during COVID-19 通过在线学习扩大参与的机遇和挑战:2019冠状病毒病期间继续教育机构和高等教育机构的调查结果比较

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2022-07-01 DOI: 10.5456/wpll.24.2.159

Nick Mapletoft, O. Mapletoft, Tara Henderson, K. Pattison

引用次数: 1

Digital poverty as a barrier to access 数字贫困是获取信息的障碍

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2022-07-01 DOI: 10.5456/wpll.24.2.180

J. Butcher, George Curry

{"title":"Digital poverty as a barrier to access","authors":"J. Butcher, George Curry","doi":"10.5456/wpll.24.2.180","DOIUrl":"https://doi.org/10.5456/wpll.24.2.180","url":null,"abstract":"Over the last 18 months, media coverage has revealed a concern that the increasing proliferation of digital learning at all universities (amplified by COVID-19 lockdowns) has compounded access and participation barriers for students impoverished by socio-economic challenges. This reflects\u0000 the importance of digital capital as an aspect of learner disadvantage (Park, 2017) and increased understanding of intersectional disadvantage (Nichols and Stahl, 2019), through which digital disadvantage may add to pre-existing inequalities. The Quality Assurance Agency (2020) report how\u0000 institutional action against digital poverty correlates with greater student satisfaction and higher levels of attainment. This article synthesises data from the authors' scholarship into digital barriers facing adult students returning to education. Challenges in relation to disposable income\u0000 often compound challenges intersecting with other aspects of disadvantage (Butcher and Rose-Adams, 2015), and a lack of confidence and inadequate digital readiness amongst learners from disadvantaged backgrounds seeking an Access entry route has been identified (Curry and Butcher, 2020; Fowle\u0000 and Butcher, 2019; Butcher and Fowle, 2018). Recommendations are made to promote greater inclusion amongst students from poor socio-economic backgrounds and to support the progression of a more diverse (and representative) adult learner cohort.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"857 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91241541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3