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|Title:||Weer Aan de Studie…en Dan? Back to University...What to Do Next?|
|Abstract:||In 2010 the Dutch government set targets on life long learning: in 2010 20% of the 25-64 year olds should follow any form of education and especially the number of adult students in higher education should increase. This objective has not been met. The importance of life long learning, however, is evident. Literature shows that adult students are often under pressure in relation to change at work, financial obligations and relational responsibilities. Guidance and support - while studying in higher education is essential. This can take place at three levels: the fellow students, teachers or the institute. It is unclear what adults in higher education need or experience in study guidance and support during their educational career. The expectation is that both previous experience in education as personal factors affect the desires and experiences in study guidance and -support. The aim of this research is to reveal these desires and experiences so institutions in higher education can take them into account while designing study guidance and support. To examine this, a questionnaire was constructed. The questionnaire contained statements about study guidance, which the students could score on a ‘desired’ and ‘experienced’ scale. Besides questions about study guidance the questionnaire also included questions about previous experience in education and questions about their personal situation. The discrepancies between desires and experiences were the basis for a redesign of the study guidance and support. The questionnaire was completed by 134 part-time studens of HBO Informatica and Business Informatics. The desired and experienced guidance and support by the fellow students provided the least discrepancy, but the difference was not significant. The statements on teacher and institute differed significantly between desire and experience: students desired more study guidance and support then they experienced. The desired or experienced study guidance and support appeared to be related to, gender, ethnicity and intake levels. These findings correspond with previous research on study progress by Beekhoven (2002), Bruinsma (2003), Levy et al (2003) en Prins (1997). Redesign revealed that support from fellow students can be improved by establishing peer tutoring. At the teacher level the ability of the teacher to show real interest in the student seemed to be important. The way teachers provide feedback and support students when they face major setbacks appeared to be crucial. At institute level there are opportunities to reduce the distance by improving participation of the student. Individual study guidance and support is preferable to ‘standard’ programs for every student. Students particular need the support and guiding of the teacher. The participants of this study found that the role of the fellow students is well provided. For many students the role of the institute appears to be rather vague.|
|Description:||Rotteveel-Wagenaar, M. (2010). Weer Aan de Studie…en Dan? Back to University...What to Do Next? Maart, 7, 2010, Heerlen, Nederland: Open Universiteit Nederland|
|Appears in Collections:||MSc Learning Sciences|
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