Abstract
Despite the expansion of online and blended learning, as well as open education, little research has been undertaken on what motivates students to enrol in particular study modes at university level. This project addresses this gap in higher education research by exploring the reasons why humanities students choose to study through specific modes.The research was conducted between October 2013 and March 2014 administering three waves of data collection to over 700 students who were enrolled in humanities units being offered simultaneously through three different modes: on-campus, distance, and open and online. The findings suggest that students choose different enrolment modes based on factors such as personal, learning support, environment,advise and marketing, teaching and learning as well as logistics. However, the importance students ascribe to particular factors changes during their educational experience. This study found significant differences in the importance of factors betweeninitial and subsequent choices of enrolment mode, suggesting that the 'lived' experience of students at university influences their perception of which factors are important.
| Original language | English |
|---|---|
| Title of host publication | 11th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2014 |
| Place of Publication | Lisbon, Portugal |
| Publisher | IADIS |
| Pages | 195-203 |
| Number of pages | 9 |
| ISBN (Print) | 9781634399296 |
| Publication status | Published - 2014 |
| Event | 11th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2014 - Porto, Portugal Duration: 25 Oct 2014 → 27 Oct 2014 |
Other
| Other | 11th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2014 |
|---|---|
| Country/Territory | Portugal |
| City | Porto |
| Period | 25/10/14 → 27/10/14 |