| This thesis explores the ways in which distance education is experienced by adult learners situated in rural communities. The study was conducted in a mountainous region of British Columbia where many small communities are undergoing a transition in their economic base. In this context, many adults seek additional education or new skill development and view distance education as a way to acquire a credential without leaving the community.; Eleven distance learners were interviewed for this study. The resultant interview transcripts were analyzed using a grounded theory process. Although the interview participants varied considerably in terms of their age, prior educational experience, and distance programme enrolment, they all reported some degree of isolation and a pervasive sense of foreignness to the distance learning experience. An analysis of the research suggests that a rural community context influences distance learners in three ways: in their impetus for taking a distance programme, in their experience while taking it, and in the impact of the learning venture on other aspects of their lives.; This thesis concludes with implications for distance education practice and recommendations for those who administer programmes, plan curriculum, and support distance learners. The study has particular relevance for distance education practitioners whose delivery mandate includes adult learners situated in non-metropolitan communities. |
