In Their Own Voices: Study Habits of Distance Education Students

Buck, Stefanie

doi:10.1080/1533290x.2016.1206781

Cited by 36 publications

(55 citation statements)

References 24 publications

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“…28 If nontraditional students attempt to complete coursework at home, they are often interrupted by family members, especially children, even when using a separate closed room to reduce distractions. 32 These distractions may require studying away from home and family, which makes an understanding significant other necessary. 32 Several participants mentioned how their significant others were supportive in helping to create uninterrupted study time and scheduled family activities to facilitate a more balanced environment.…”

Section: Personal and Program-specific Motivatorsmentioning

confidence: 99%

“…32 These distractions may require studying away from home and family, which makes an understanding significant other necessary. 32 Several participants mentioned how their significant others were supportive in helping to create uninterrupted study time and scheduled family activities to facilitate a more balanced environment.…”

Section: Personal and Program-specific Motivatorsmentioning

confidence: 99%

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Motivators, Anticipated Challenges, and Supportive Factors for Athletic Trainers Pursuing the Doctor of Athletic Training Degree

Mulder

Bacon

Edler

et al. 2018

Athletic Training Education Journal

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Context: The doctor of athletic training degree (DAT) is a new concept in athletic training. Athletic trainers (ATs) currently pursue the degree, but little is known about why they choose the DAT. Objective: To explore ATs' motivations to pursue the DAT degree. Design: Qualitative study. Setting: Individual telephone interviews. Patients or Other Participants: Twelve first-semester DAT students (6 males, 6 females; age = 32.2 ± 5.2 years; athletic training experience = 9.1 ± 5.7 years) participated. Main Outcome Measure(s): Each individual telephone interview was transcribed verbatim and all identifying information was redacted. Two members of the research team used a phenomenological approach to complete data analysis. Constant comparison was used throughout data analysis to ensure consistency among individuals. A third investigator served as an external consultant to verify themes and accuracy of coding. Her review also confirmed discontinuation of interviews upon reaching data saturation. Trustworthiness of the data was established using multiple-analyst triangulation and peer review. Results: Four themes emerged affecting DAT student motivations for pursuing the degree: (1) personal motivators, (2) program-specific motivators, (3) initial perceived challenges, and (4) supportive factors. Participants indicated that intrinsic pursuit of lifelong learning, professional advancement, future employment opportunities, improved value within their workplace, and mentors' influence impacted them to pursue a DAT. Participants were motivated to develop professionally and advance knowledge and skills while also selecting programs based on program and faculty reputation and engagement in professional advocacy. While time commitment, work-life balance, cost, and online learning expectations were anticipated challenges, participants perceived that family, employers, peers, organization, and time management were supportive factors that would help them be successful. Conclusions: Students are pursing the DAT degree because of both intrinsic and extrinsic motivators. Individual program characteristics also influence the pursuit of the DAT. Students do anticipate challenges but surround themselves with supportive factors to help them be successful.

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Section: Personal and Program-specific Motivatorsmentioning

confidence: 99%

Section: Personal and Program-specific Motivatorsmentioning

confidence: 99%

Motivators, Anticipated Challenges, and Supportive Factors for Athletic Trainers Pursuing the Doctor of Athletic Training Degree

Mulder

Bacon

Edler

et al. 2018

Athletic Training Education Journal

View full text Add to dashboard Cite

show abstract

“…As Rose (2012) notes, photo-elicitation has a number of "enthusiastic advocates" across the social sciences (p. 317). Indeed, many studies that employ photoelicitation methods dedicate some discussion in their publications to the benefits and the productivity of the method (Briden, 2007;Buck, 2016;Clark-Ibáñez, 2004;Haberl & Wortman, 2012;Harper, 2002;Van Auken, Frisvoll & Stewart, 2010;Vila, 2013 ) they enabled making sense of some data, which otherwise would have been difficult to interpret.…”

Section: Benefitsmentioning

confidence: 99%

“…Moreover, the studies mobilize many of the same research tools, including photo prompts, interview questions, recruitment tools, consent forms and transcription guidelines. See Briden, 2007;Buck, 2016;Haberl & Wortman, 2012;Neurohr & Bailey, 2016;and Newcomer, Lindahl and Harriman, 2016 for examples of research tools.…”

Section: Participant-driven Photo-elicitation As a Strategy Of Inquirmentioning

confidence: 99%

“…Participants also take on a new role in data collection when they create the images used in the process. In her study of information behaviours among distance students, Buck (2016) explains that "students become active participants in the research study, taking photos and screenshots and annotating their images, which allows students to speak with their own voice rather than an observer interpreting what he or she sees" (p. 141). In any researcher-participant situation, there is often a power dynamic that privileges the researcher, who embodies the role of the expert, while participants are the objects of study.…”

Section: Photo-elicitation Encourages Collaborative Researchmentioning

confidence: 99%

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Participant-driven photo-elicitation in library settings: A methodological discussion

Bedi

Webb

2018

LIR

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With the current attention in libraries on user-focused services and spaces, there is an increased interest in qualitative research methods that can provide insight into users’ experiences. In this paper, we advance photo-elicitation—a research method that employs photographs in interviews—as one such method. Although widely used in the social sciences, photo-elicitation has seen comparatively little uptake in Library and Information Studies (LIS). Here, we provide an overview of the method, consider epistemological and theoretical approaches, discuss cases of its application in library contexts and examine the benefits of using photo-elicitation for LIS research. We draw on our own research experiences and argue that photo-elicitation is a productive method for learning about the lived experiences of our users and for creating a collaborative approach to library research.

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University students’ perspectives toward learning and assessment during COVID-19

Almossa

2021

Educ Inf Technol

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This article presents the findings of a study exploring students’ reports of their engagement with online learning and assessment during the COVID-19 pandemic in Saudi higher education. Students shared perspectives on Twitter about their engagement, and research data was collected from their tweets posted between March and May 2020. A total of 124,810 tweets were analysed using MAXQDA quantitative and qualitative tools. The findings indicate that students’ engagement with learning and assessment was affected by the challenges of the sudden shift in learning mode and alterations in assessment methods. Open communication between students and faculty are essential for ensuring shared understanding and acceptance. Additionally, departmental support and mediating between students and faculty members is necessary and should be a priority in cases where communication is lacking. Results are discussed in relation to current literature, research implications, and future directions.

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In Their Own Voices: Study Habits of Distance Education Students

Cited by 36 publications

References 24 publications

Motivators, Anticipated Challenges, and Supportive Factors for Athletic Trainers Pursuing the Doctor of Athletic Training Degree

Motivators, Anticipated Challenges, and Supportive Factors for Athletic Trainers Pursuing the Doctor of Athletic Training Degree

Participant-driven photo-elicitation in library settings: A methodological discussion

University students’ perspectives toward learning and assessment during COVID-19

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