Show simple item record

dc.contributor.authorMaunula, M.
dc.contributor.authorMaunumäki, M.
dc.contributor.authorAnttonen, S.
dc.contributor.editorChova, L. Gómez
dc.contributor.editorMartínez, A. López
dc.contributor.editorTorres, I. Candel
dc.date.accessioned2020-04-15T11:56:18Z
dc.date.available2020-04-15T11:56:18Z
dc.date.issued2020
dc.identifier.citationMaunula, M., Maunumäki, M., & Anttonen, S. (2020). Open University and Zero-Advanced Students - Who the Students Are and Why They Don't Progress?. In L. G. Chova, A. L. Martínez, & I. C. Torres (Eds.), <i>INTED 2020 : 14th annual International Technology, Education and Development Conference, Proceedings</i> (pp. 952-956). IATED Academy. INTED Proceedings, 2020. <a href="https://doi.org/10.21125/inted.2020.0344" target="_blank">https://doi.org/10.21125/inted.2020.0344</a>
dc.identifier.otherCONVID_35232653
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/68541
dc.description.abstractIn recent decades, the talk of lifelong and continuous learning has become an internationally prevailing trend. Lifelong learning has many meanings depending on the interests and the determinants. On the other hand, lifelong learning is understood in the context of adult education as the OECD's contribution to market-liberal social and economic governance. In this case, the main actor is the individual with responsibilities and duties to ensure social competitiveness. On the other hand, lifelong learning is defined by adult education, cultural democracy, narrowing educational disparities and cultural equality. In the ethos of lifelong learning and in the spirit of continuous education, many adults are optimistic and goal-oriented towards open university studies. Adult agency would seem to appear in accordance with the ideal concept. The Open University also seeks to take into account the everyday boundaries of a heterogeneous group of adult learners through flexible arrangements, thereby creating equal opportunities for learning. But sometimes, and in fact, very often, open university adult student studies do not progress and the students do not graduate. For these undergraduate and zero-advanced students, there is little visibility from the spotlight of top performers. Who are these students who enrol and pay, but who do not progress at all? What kind of obstacles do they face when they are not studying? In the study, we wanted to give voice to this quiet but quantitatively large group of zero-advanced students. The research material was acquired through an online survey. The survey was sent to 414 students and was answered by 185 students, with a response rate of 45%. The survey contained both quantitative and open-ended questions. According to the analysis, the reasons for the lack of progress in studies seem to be related to the lack of academic study skills and competences and the challenges of time management. Those who didn't advance in their studies wanted ready schedules and teacher-oriented guidance. A meta-level awareness of the nature of academic study and the process-oriented development of academic skills appear to be central when trying to understand the phenomenon. And finally, using concept of Zero-advanced students is a conscious choice, through which we want to emphasize the power of used language and words and quantifying – also when regarding learning. We do not refer to the value of the individual or the inefficiency of learning, even if it is not seen as a performance and credits, learning can take place in many ways. In this paper we challenge to reflect and discuss the phenomenon of more widely, to outline the backs and blind spots.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherIATED Academy
dc.relation.ispartofINTED 2020 : 14th annual International Technology, Education and Development Conference, Proceedings
dc.relation.ispartofseriesINTED Proceedings
dc.rightsIn Copyright
dc.subject.otheropen university
dc.subject.otheradult student
dc.subject.otherzero-advanced student.
dc.titleOpen University and Zero-Advanced Students - Who the Students Are and Why They Don't Progress?
dc.typeconferenceObject
dc.identifier.urnURN:NBN:fi:jyu-202004152763
dc.contributor.laitosKokkolan yliopistokeskus Chydeniusfi
dc.contributor.laitosKokkola University Consortium Chydeniusen
dc.contributor.oppiaineAvoin yliopisto (KYC)fi
dc.contributor.oppiaineKasvatustieteiden yksikköfi
dc.contributor.oppiaineOpen university (KYC)en
dc.contributor.oppiaineThe Unit of Educationen
dc.type.urihttp://purl.org/eprint/type/ConferencePaper
dc.relation.isbn978-84-09-17939-8
dc.description.reviewstatusnonPeerReviewed
dc.format.pagerange952-956
dc.relation.issn2340-1079
dc.type.versionacceptedVersion
dc.rights.copyright© 2020 IATED
dc.rights.accesslevelopenAccessfi
dc.relation.conferenceInternational Technology, Education and Development Conference
dc.subject.ysoopintomenestys
dc.subject.ysoelinikäinen oppiminen
dc.subject.ysoavoin yliopisto
dc.subject.ysoopintosuoritukset
dc.subject.ysoaikuisopiskelu
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p8586
jyx.subject.urihttp://www.yso.fi/onto/yso/p6262
jyx.subject.urihttp://www.yso.fi/onto/yso/p10855
jyx.subject.urihttp://www.yso.fi/onto/yso/p15639
jyx.subject.urihttp://www.yso.fi/onto/yso/p10753
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.21125/inted.2020.0344


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

In Copyright
Except where otherwise noted, this item's license is described as In Copyright