Abstract
This paper explores the relationship between online distance learning and access to undergraduate university education. As society becomes more unequal (Piketty 2014), university access becomes more complex. Can technology enhance equality of access to university? Drawing on both quantitative and qualitative data from a Dublin City University study, this paper explores the pre-participation profile and educative experience of a group of online distance graduates. Three key findings emerged. First, the paucity of information available about flexible study options to those who want to study on a part-time/distance basis; second, the long-standing pattern of part-time participation emerging for this cohort and third, the vacuity of policy assertions that widening participation can be achieved through full-time, campus based course provision alone.
Participants in this DCU study are those who have graduated with an honours primary degree through online distance education. All those who graduated between 2012 and 2015 (n=268) are included in the study. This paper reports on findings from institutional records, a web-based survey (n=126) and semi-structured interviews with a purposive sample of 17 graduates. Qualitative data was analysed thematically. Ethical approval was obtained from DCU’s Research Ethics Committee for this research.
The survey findings indicate that 64% (n=81) of respondents came from a lower socio-economic background. This was fundamental to whether or how they progressed to HE on completion of second level study. Graduates felt ill-advised in relation to higher education options on completion of their second level education, in particular about part-time study options. There appears to be a lack of awareness of the likely relevance of part-time and life-long learning in particular for working class students. While 34% (n=92) of graduates had never progressed to any form of prior HE, 40% (n=106) had completed a prior level 6 or level 7 qualification, most regularly on a part-time basis. They often spent a long time trying to find part-time courses, or find a way to upgrade their initial low level full-time qualification through further part-time study. This meant their participation in higher education was protracted, often impacting on their ability to leverage academic capital from their qualifications (in the form of APL, as their previous qualification became dated) and also economic capital, since honours degrees have a higher value in the labour market. This study also highlights the importance of online distance education in providing equality of opportunity to access university education regardless of geographic location.
Wanting or needing to be available for work was the key reason why graduates chose online distance education; the opportunity cost of full-time HE was simply too high. Under-representation is a complex issue and is unlikely to be solved simply by funneling funding into full-time education. This simply ignores the social and political dimensions to under-representation such as desire for work, debt aversion etc. (Butcher 2015). Policy-makers must acknowledge that students from under-represented groups often favour technology enhanced, flexible HE options. Public policy, reinforced by public funding, must sustain such options.
References
Butcher, J. 2015. ‘Shoe-horned and side-lined’?; Challenges for part-time learners in the new HE landscape: Executive Summary. The Higher Education Academy, York. [Online] Available from: https://www.heacademy.ac.uk/si... [Accessed 20 November, 2015]
Piketty, T. 2014. Capital in the Twenty-First Century. Cambridge: The Belknap Press of Harvard University Press.
Topics: Global challenges in Higher & Further Education , Topics: Flexible learning
