Localised learning: mobilising belonging among mature-aged students in low socio-economic status regional and remote areas

Abstract

The higher education participation and success rates of students in low socio-economic status (SES), regional, rural, remote, and isolated areas – who often attend university later in life – is a persistent concern in Australia and beyond. This article focuses on mature-aged students in low SES, regional and remote areas in Tasmania, Australia, proposing that universities harness local belonging when providing learning opportunities. It draws on a thematic analysis of 19 semi-structured interviews with current and prospective university students, and community stakeholders. The study identifies time and place-based barriers to studying on campus: students’ commitments outside of university; and geographical, cultural, and financial challenges. However, existing local infrastructure, such as libraries, create opportunities for face-to-face interactions and learning support for students who study online in their regional or remote communities, provided by staff and local volunteers. These barriers and solutions are discussed using the concept of ‘belonging’, framed spatially and culturally. Current literature on regional and remote higher education students tends to emphasise ‘not belonging’ in relation to distant urban or metropolitan spaces. We argue that ‘belonging’ can be fostered in local spaces with local people. Utilising ‘untapped’ local learning support and existing physical spaces mitigates geographical, cultural, and financial challenges, and provides academic and emotional support. We propose a coordinated network of physical study places and local people, including: regional ‘satellite’ campuses; regional study hubs; local public libraries; and schools, where online students can be supported, connected, and engaged in their studies whilst located in regional and remote communities.

Study supports for rural mature-aged university health students: a Stakian multicase study

“…Providing higher education health courses in rural areas helps overcome longstanding patterns of workforce maldistribution by allowing rural people to gain qualifications to join the rural health workforce, although this approach requires sustained investment and commitment from all stakeholders [ 6 ]. To optimise support provision, rural campuses could provide suitable study supports for mature-aged students in partnership with local learning centres, schools and libraries [ 31 ].…”

“…Mature-aged people in rural communities could be considered a cohort with potential to make a greater contribution to the rural health workforce [ 30 ]. Rural mature-aged people who decide to study often remain in their rural communities because of their multiple attachments to place [ 2 , 31 ]. Mature-aged people bring a range of life experiences and knowledges to higher education and have non-university commitments that are typically different to school-leaver students, including caring responsibilities and financial burdens [ 30 ].…”

“…However, the literature describes very few supports specifically for mature-aged nursing and allied health students enrolled on rural campuses, particularly at a university or government-level [ 32 ]. Rural communities have capacity in their unique histories, community connections, skillsets, and local infrastructure to offer rural mature-aged students a range of study supports [ 31 ]. The provision of suitable study supports for rural mature-aged higher education students could significantly impact the sustained growth of the rural health workforce.…”

Exploring the Idea of a Community Embedded University in Regional and Rural Australia

“…Unfortunately, even when regional and rural students do participate in higher education, barriers may persist, most significantly through a perception that they do not belong. As Crawford and McKenzie (2022) argued, the logistical challenges to higher education, such as fees and longdriving times to reach a campus, often manifest within students as a lack of belongingness at university (i.e., non-belonging). When students do overcome the barriers to enrol and feel included in the university community, it ultimately feels like university is not for them (Crawford & McKenzie, 2022).…”

Educational technology and the digital divide: A conceptual framework for technical literacy inclusion

“…The proliferation of educational technology has transformed teaching and learning paradigms, offering unprecedented opportunities for personalized, interactive, and engaging educational experiences (Crawford and McKenzie, 2023). However, the digital divide persists, hindering equitable access to EdTech tools and resources among diverse learners (Ohalete et al, 2023).…”