Home > Research > Publications & Outputs > Becoming a competent self

Electronic data

  • 2019_IHE_Becoming_a_competent_self_Lee_et_al_Open_Version

    Rights statement: This is the author’s version of a work that was accepted for publication in The Internet and Higher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in The Internet and Higher Education, 41, 2019 DOI: 10.1016/j.iheduc.2018.12.001

    Accepted author manuscript, 775 KB, PDF document

    Embargo ends: 19/06/20

    Available under license: CC BY-NC-ND: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

View graph of relations

Becoming a competent self: A developmental process of adult distance learning

Research output: Contribution to journalJournal article

Published
Close
<mark>Journal publication date</mark>04/2019
<mark>Journal</mark>Internet and Higher Education
Volume41
Number of pages9
Pages (from-to)25-33
Publication statusPublished
Early online date19/12/18
Original languageEnglish

Abstract

In this article, we aim to provide a developmental approach to understanding adult students’ learning experiences of undertaking university-level study to completion at an open university, by employing a notion of “becoming”. With the rapid growth of a number of online course offerings, there are an increasing number of adult learners entering or returning to universities. Despite the growing number of non-traditional adult students in online higher education, little is known about the dynamic processes of adult distance learning, through which adult students struggle to develop their learning ability, to balance their life and study, and to become self-regulated learners – ultimately competent selves and lifelong learners. Therefore, this article describes ten adult students’ learning experiences from their enrolment in a distance programme to their completion of the programme many years later and deconstructs common assumptions of adult distance learners: namely, that they are a homogenous group with intrinsic and static characteristics that spring from their adultness or matureness.

Bibliographic note

This is the author’s version of a work that was accepted for publication in The Internet and Higher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in The Internet and Higher Education, 41, 2019 DOI: 10.1016/j.iheduc.2018.12.001