Student persistence in a lis distance education program

Abstract

In a series of focus groups, past and present distance students of the Master of Library and Information Studies (MLIS) at Victoria University of Wellington, New Zealand, were interviewed to establish which factors they believed enabled them to persist with their program. Related issues, such as reasons for enrolling, expectations, and barriers to learning, were also explored. The students identified receiving support, managing the workload, and personal factors as the key elements that helped them to persist with their studies. In addition, Auckland-based participants believed that they benefited considerably from regular face-to-face contact with tutors and fellow students. © 2004, Taylor & Francis Group, LLC. All rights reserved.