Students at University of Iceland, School of Education. Online learning, a key to university education for students with diverse backgrounds
In recent years, the official policy in Iceland as well as in Europe has been to widen participation of students from diverse social and economic groups in higher education. At the University of Iceland School of Education, most programs are offered both as traditional on-campus courses or as online...
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Menntavísindasvið Háskóla Íslands
2022
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Online Access: | https://ojs.hi.is/netla/article/view/3601 https://doi.org/10.24270/netla.2022.13 |
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fticelandunivojs:oai:ojs.hi.is:article/3601 2023-05-15T16:48:19+02:00 Students at University of Iceland, School of Education. Online learning, a key to university education for students with diverse backgrounds Háskólanemar í grunnnámi við Menntavísindasvið HÍ. Fjarnám, lykill að háskólanámi fyrir stúdenta með fjölbreyttan bakgrunn Björnsdóttir, Amalía Jóhannsdóttir, Þuríður Jóna 2022-10-31 application/pdf https://ojs.hi.is/netla/article/view/3601 https://doi.org/10.24270/netla.2022.13 isl ice Menntavísindasvið Háskóla Íslands https://ojs.hi.is/netla/article/view/3601/2199 https://ojs.hi.is/netla/article/view/3601 doi:10.24270/netla.2022.13 ##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 CC-BY Netla - english edition; 2022: Netla - Ársrit Netla; 2022: Netla - Ársrit 1670-0244 non-traditional students distance/online learninr older students students' socioeconomic status studying while working óhefðbundnir stúdentar fjarnám eldri háskólanemar stéttarstaða háskólanema nám með vinnu info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2022 fticelandunivojs https://doi.org/10.24270/netla.2022.13 2023-01-18T23:50:58Z In recent years, the official policy in Iceland as well as in Europe has been to widen participation of students from diverse social and economic groups in higher education. At the University of Iceland School of Education, most programs are offered both as traditional on-campus courses or as online studies with face-to-face sessions. Online learning has facilitated access for diverse groups of students, enabling people to pursue university studies along with work and family obligations.Students who have reached the age of 25 when they start university are often considered non-traditional students; they are more likely to have children and families and to have entered the labour market, compared to traditional students. The reasons why people start university late in life are usually related to social and economic status and many are the first in their family to attend university. Starting university later in life can be linked to financial circumstances but also to the incentive and even pressure to go to university, this being stronger in families where there is a tradition of completing university studies. Students who are the first in their family to go to university have less support than those who have parents with university education. Universities need to consider how to accommodate their needs and ease their transition into university life since commitments due to family and paid work can affect academic progress and increase the likelihood of dropping out. Also, it may be more difficult for students to build on previous studies if they have taken a long break from studying before entering higher education. Clearly many things make the position of these students different from those considered traditional students. Increasing diversity in the student population by widening access to university not only entails admitting students with non-traditional backgrounds but also an institutional willingness and ability to consider their circumstances.The aim of this study was to investigate how various factors ... Article in Journal/Newspaper Iceland University of Iceland: Peer Reviewed Journals Vinnu ENVELOPE(8.669,8.669,62.665,62.665) Netla |
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University of Iceland: Peer Reviewed Journals |
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Icelandic |
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non-traditional students distance/online learninr older students students' socioeconomic status studying while working óhefðbundnir stúdentar fjarnám eldri háskólanemar stéttarstaða háskólanema nám með vinnu |
spellingShingle |
non-traditional students distance/online learninr older students students' socioeconomic status studying while working óhefðbundnir stúdentar fjarnám eldri háskólanemar stéttarstaða háskólanema nám með vinnu Björnsdóttir, Amalía Jóhannsdóttir, Þuríður Jóna Students at University of Iceland, School of Education. Online learning, a key to university education for students with diverse backgrounds |
topic_facet |
non-traditional students distance/online learninr older students students' socioeconomic status studying while working óhefðbundnir stúdentar fjarnám eldri háskólanemar stéttarstaða háskólanema nám með vinnu |
description |
In recent years, the official policy in Iceland as well as in Europe has been to widen participation of students from diverse social and economic groups in higher education. At the University of Iceland School of Education, most programs are offered both as traditional on-campus courses or as online studies with face-to-face sessions. Online learning has facilitated access for diverse groups of students, enabling people to pursue university studies along with work and family obligations.Students who have reached the age of 25 when they start university are often considered non-traditional students; they are more likely to have children and families and to have entered the labour market, compared to traditional students. The reasons why people start university late in life are usually related to social and economic status and many are the first in their family to attend university. Starting university later in life can be linked to financial circumstances but also to the incentive and even pressure to go to university, this being stronger in families where there is a tradition of completing university studies. Students who are the first in their family to go to university have less support than those who have parents with university education. Universities need to consider how to accommodate their needs and ease their transition into university life since commitments due to family and paid work can affect academic progress and increase the likelihood of dropping out. Also, it may be more difficult for students to build on previous studies if they have taken a long break from studying before entering higher education. Clearly many things make the position of these students different from those considered traditional students. Increasing diversity in the student population by widening access to university not only entails admitting students with non-traditional backgrounds but also an institutional willingness and ability to consider their circumstances.The aim of this study was to investigate how various factors ... |
format |
Article in Journal/Newspaper |
author |
Björnsdóttir, Amalía Jóhannsdóttir, Þuríður Jóna |
author_facet |
Björnsdóttir, Amalía Jóhannsdóttir, Þuríður Jóna |
author_sort |
Björnsdóttir, Amalía |
title |
Students at University of Iceland, School of Education. Online learning, a key to university education for students with diverse backgrounds |
title_short |
Students at University of Iceland, School of Education. Online learning, a key to university education for students with diverse backgrounds |
title_full |
Students at University of Iceland, School of Education. Online learning, a key to university education for students with diverse backgrounds |
title_fullStr |
Students at University of Iceland, School of Education. Online learning, a key to university education for students with diverse backgrounds |
title_full_unstemmed |
Students at University of Iceland, School of Education. Online learning, a key to university education for students with diverse backgrounds |
title_sort |
students at university of iceland, school of education. online learning, a key to university education for students with diverse backgrounds |
publisher |
Menntavísindasvið Háskóla Íslands |
publishDate |
2022 |
url |
https://ojs.hi.is/netla/article/view/3601 https://doi.org/10.24270/netla.2022.13 |
long_lat |
ENVELOPE(8.669,8.669,62.665,62.665) |
geographic |
Vinnu |
geographic_facet |
Vinnu |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Netla - english edition; 2022: Netla - Ársrit Netla; 2022: Netla - Ársrit 1670-0244 |
op_relation |
https://ojs.hi.is/netla/article/view/3601/2199 https://ojs.hi.is/netla/article/view/3601 doi:10.24270/netla.2022.13 |
op_rights |
##submission.copyrightStatement## https://creativecommons.org/licenses/by/4.0 |
op_rightsnorm |
CC-BY |
op_doi |
https://doi.org/10.24270/netla.2022.13 |
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Netla |
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