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Exploring the Role of Distance Education in Fostering Equitable University Access for First Generation Students: A phenomenological survey
ARTICLE

, Athabasca University - Canada's Open University, Canada ; , Athabasca University Students' Union ; , Athabasca University - Canada's Open University, Canada

IRRODL Volume 9, Number 1, ISSN 1492-3831 Publisher: Athabasca University Press

Abstract

Using a qualitative study of distance education (DE) learners whose parents have not accessed post-secondary education (PSE), this paper proposes themes for further research in the study of first-generation students (FGS). This survey asked a number of open-ended questions about parental influences on university enrollment, and respondents’ reasons for choosing university in general and DE in particular. Findings were consistent with current research in many areas focusing on debt aversion, lower parental guidance, older starting age, and difficulty separating from familial roles. Differences were noted, including lower parental valuation of PSE and an increased emphasis on non-educational priorities, such as family and work. The limitations of the current study are discussed, as well as suggestions for future FGS research in DE.

Citation

Priebe, L., Ross, T. & Low, K. (2008). Exploring the Role of Distance Education in Fostering Equitable University Access for First Generation Students: A phenomenological survey. The International Review of Research in Open and Distributed Learning, 9(1),. Athabasca University Press. Retrieved February 29, 2020 from .

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