Timescapes of Flexibility and Insecurity

This article draws on the concept of ‘timescape’ (Adam, 1998) to explore the context of distance learners' stories about their reasons for studying. It examines these learners' narratives of being located in a socio-historical time and space in which there is a greater need for flexibility in relation to the times and spaces of work and how this is underpinned by a strong sense of insecurity of work. Engaging in continued learning becomes one means of coping with this timescape, by becoming more flexible and remaining employable. In exploring these micro-level narratives, this article highlights both some of the multiple, interlinked layers of time and space, the impact of macro-level discourses of flexibility, insecurity and lifelong learning, and the gendered and other power relations around these. It also reflects on the theoretical and empirical use of the concept of the timescape, arguing that the narrative or biographical approach provides a useful means through which to explore the timescapes of individuals and groups

Feminist perspectives on times and spaces in distance learning

This study draws on a feminist perspective on time and space, or a feminist time and space literacy, in order to better understand the times and spaces in distance learning. I seek to respond to some of the key gaps in the literature by considering the multiplicity of times and spaces in distance learning, and the underpinning power relations, within respondents' stories of being a distance learner. This research makes a substantial contribution to the research on time, space and distance learning. This is not only in terms of bringing a feminist time and space literacy to the area of distance learning but, by doing so in conjunction with data collected over time and space, it also adds many new layers to the stories about the multiplicity of times and spaces in distance learners' lives, and the ways in which gendered and other power relations shape these. Moreover, this study has contributed to the wider body of feminist knowledge in seeking to explore a multiplicity of times and spaces in women and men's lives- as opposed to a binary of women's time and space and men's time and space - and in seeking to focus on time and space simultaneously

Feminist perspectives on times and spaces in distance learning

This study draws on a feminist perspective on time and space, or a feminist time and space literacy, in order to better understand the times and spaces in distance learning. I seek to respond to some of the key gaps in the literature by considering the multiplicity of times and spaces in distance learning, and the underpinning power relations, within respondents' stories of being a distance learner. This research makes a substantial contribution to the research on time, space and distance learning. This is not only in terms of bringing a feminist time and space literacy to the area of distance learning but, by doing so in conjunction with data collected over time and space, it also adds many new layers to the stories about the multiplicity of times and spaces in distance learners' lives, and the ways in which gendered and other power relations shape these. Moreover, this study has contributed to the wider body of feminist knowledge in seeking to explore a multiplicity of times and spaces in women and men's lives- as opposed to a binary of women's time and space and men's time and space - and in seeking to focus on time and space simultaneously.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Developing Online Resources to Support How Students Approach Assignment Questions: Enhancing Reflection and Practice for Staff and Students

This small-scale project involved a team of staff from the Centre for Labour Market Studies. An action research approach was used to develop new learning resources to support students' understanding of how to approach an assignment question. The objective of this project was to have a set of online resources that can take students through the steps of critically analysing an assignment question, understanding what it is asking them to do, then proceeding on to creating an effective assignment plan they can submit to tutors for formative feedback. Prior to this project being undertaken, all study skills and course materials at CLMS were provided in a primarily paper-based format. Some CLMS students also attend face-to-face workshops at twice-yearly optional teaching days, in a limited range of locations worldwide, or sought advice on a one-to-one basis. This project aims to create additional, supplementary resources that make use of new technologies to provide an alternative, interactive learning tool. The online assignment tutorial takes students through a number of steps in order to build a firm basis for critical understanding and action. It should be noted that the tutorial is accessible to all distance learners across the CLMS courses (Undergraduate, MSc, DSocSci) and is designed in a format that supports a wide range of learning styles

Timescapes of Flexibility and Insecurity: Exploring the context of distance learners

This article draws on the concept of ‘timescape’ (Adam, 1998) to explore the context of distance learners’ stories about their reasons for studying. It examines these learners’ narratives of being located in socio-historical time and space in which there is a greater need for flexibility in relation to the times and spaces of work and how this is underpinned by a strong sense of insecurity of work. Engaging in continued learning becomes one means of coping with this timescape, by becoming more flexible and remaining employable. In exploring these micro-level narratives, this article highlights both some of the multiple, interlinked layers of time and space, the impact of macro level discourses of flexibility, insecurity and lifelong learning, and the gendered and other power relations around these. It also reflects on the theoretical and empirical use of the concept of the timescape, arguing that the narrative or biographical approach provides a useful means through which to explore the timescapes of individuals and groups