Figuring It Out On their Own: How Rural Adult Online Students Negotiate Barriers to Learning Online
Loading...
Authors
Peich, Alysia
Issue Date
2017
Type
Thesis
Language
en_US
Keywords
Alternative Title
Abstract
The health of rural communities depends, in part, on the education level of rural adults.
Economic vitality is impacted by degree completion, and the rate of degree completion by rural
adults lags behind that of their urban and suburban counterparts. Low completion rates suggest
that there are conditions for rural students that prevent them from earning degrees. Online
education addresses the geographic isolation that makes it difficult for rural adults to access
brick-and-mortar college campuses. Online courses provide rural adult students with the
opportunity to pursue degrees without leaving their communities or travelling long distances.
Online education does, however, present barriers to rural students. The purpose of this multiple
case study was to describe how rural adults negotiate barriers to learning online. Cultural
Historical Activity Theory (CHAT) guided the study. A series of interviews was conducted with
nine participants, exploring their rural communities, their educational histories, and their
experiences as online students. Five main themes, which represented the barriers the students
faced and how the barriers were negotiated, emerged from the interviews. Reflecting the
language of CHAT, the barriers were named disruptions. The themes, or disruptions, included:
Disconnection from Faculty, Unreliable Technology Access and Support, Insubstantial
Relationships with Other Students, Challenges of Balancing Classes with Work and Family, and
Troubled Educational Histories. The findings could be used by faculty, administrators, and
policy makers to improve the online learning experience for rural adults. The study concludes
that rural adults students persist in negotiating barriers to learning online because they recognize
the importance of earning their degrees, and appreciate the convenience and flexibility of online
courses.
Description
199 leaves
Citation
Publisher
Drake University