Getting Connected: Learning from external early childhood education students perceptions of their study experiences
Despite a rapidly growing trend in universities to offer flexible learning options, limited attention has been given to hearing students' voices and learning from their perceptions of their learning experiences. This study sought to learn about students who enroll in external study (off-campus learning) in the School of Early Childhood at the Queensland University of Technology (Brisbane). An online survey was used to determine students' perceived access to support services and their satisfaction with off-campus learning. Students were generally satisfied with their off-campus experiences; however, some issues were raised. These included the need for consistency and improved usability of online learning and teaching Web sites, concerns about feeling isolated as an external student, and, in some cases, poor communication from subject coordinators. “Transactional distance” appeared to impact on their external study experience. Implications for further action are discussed.
Lennox, S., Davis, J., & Heirdsfield, A. (2006). Getting connected: Learning from external early childhood education students perceptions of their study experiences. Journal of Early Childhood Teacher Education, 27(3), 275-289. doi: 10.1080/10901020600843632