A paper based on the research conducted as part of the Dissertations at Distance project has just been published in Teaching in Higher Education. The paper introduces the idea of the ‘campus imaginary’ as a way of accounting for the tendency of online students to attribute difficult or challenging experiences of independent research to their distance from the campus.
[Campus imaginaries portray] the imagined institution and those in it as approachable, sociable, and a space more amenable to the sorts of activities interviewees found themselves undertaking as part of their dissertation. In part these imaginaries draw on assumptions about the advantages of ‘in-person’, as opposed to virtual, contact which are far removed from the experiences described in the literature on campus-based students’ independent research experiences. A number of interviewees, even those whose overall experiences of their online programmes were extremely positive, appeared to ascribe negative experiences to their status as online distance students. For example, issues such as unexpected obstacles, troubles with motivation, difficult supervisory relationships, lack of time and space to focus, and feelings of isolation and doubt were interpreted as features of the online dissertation process specifically. As we will see, however, these issues are common features of transitions from taught courses to independent study; the nature of supervisor-student dynamics; and the inherent challenges of conducting research, particularly for newer researchers.
Ross, J., & Sheail, P. (2017). The ‘campus imaginary’: online students’ experience of the masters dissertation at a distance. Teaching in Higher Education, 0(0), 1–16. http://www.tandfonline.com/doi/full/10.1080/13562517.2017.1319809