Hello, strodes-ga!
I have found some informtion pertaining to your question that proves
quite interesting. As per your request, I limited the research to
graduate students. Though I was able to find a few articles relating
to Distance Learning and Graduate Students, narrowing the search to a
specific group of students limited the articles available online.
For an excellent overview of the personalities, characteristics and
stresses of today's graduate students, read the following article:
"Understanding Graduate Students: Their Values, Beliefs, and
Motivations," by George Barna. Barna Research Group. Grad Resources
(2/2000)
http://www.gradresources.org/articles/student_profile.shtml
************************************************************************
Some excerpts from the article follow:
Anxieties and Concerns:
"Grad school is a time of high anxiety for most participants. In fact,
compared with measures of anxiety across different occupational
groups, we found that grad students are more anxiety-ridden than most
segments we have tested."
"The most crippling anxiety affecting grad students was the struggle
to achieve balance in life. While there is gratification earned from
academic achievement, grad students fear being transformed into
academic machines, devoid of any real life outside the classroom or
library. In conjunction with this fear was concern for their personal
health. Many grad students indicated that stresses and pressures of
grad school were taking an emotional toll on them."
Anxieties and Challenges
70% balance outside of school
59% personal health
55% dealing with stress/burnout
52% not being successful in career
46% financial pressures
40% relationships with peers
40% choosing wrong career path
34% relationships with opposite sex
30% relationships with professors
29% failing others' expectations
28% growing in relationship w/ God
17% feeling like an outsider
Coping with Pressure and Stress:
"How do grad students handle the weight of pressure they encounter?
They turn inward. Independent and self-reliant, they turn to the one
person in whom they have ample trust and confidence: themselves. Nine
out of ten grad students claimed that they "frequently" rely upon
themselves for growth and stability."
========================================================================
The following excerpt from the ERIC Digest provides a good overview on
Graduate Students and stress:
"Student Stress: Effects and Solutions." ERIC Digest 85-1.Whitman,
Neal A.; And Others Association for the Study of Higher Education.;
ERIC Clearinghouse on Higher Education, Washington, D.C. 1985
http://www.eriche.org/digests/ED284514.html
************************************************************************
WHAT IS STRESSFUL FOR GRADUATE STUDENTS?
"The accelerated growth in undergraduate programs has also been felt
in graduate schools, resulting in an oversupply of Ph.D.s.
Consequently, graduate students, facing poor employment opportunities
when they finish their doctoral programs, feel stress associated with
the uncertainty of their career choice and future prospects."
"Often, graduate students perceive that faculty exert great power over
their lives and feel that they live in a state of substantial
powerlessness (Altbach 1970). Another source of stress is the
difficulty of achieving social intimacy. It is difficult to find a
mate or maintain a relationship with an existing one. Graduate
students tend to lack the time and/or the opportunity to develop
interpersonal relationships (Hartshorn 1976).
Specific tasks that produce stress in graduate students are
preliminary exams and the doctoral dissertation. Fear of academic
failure related to these tasks is a definite stressor (Kjerulff and
Wiggins 1976; Kolko 1980).
Solutions for alleviating distress include improved orientation for
new graduate students, more flexibility in core requirements, and
expanding the role of faculty advisors."
========================================================================
Pressures surrounding graduate students and the stress associated with
the Graduate Student/Supervisor relationship are highlighted in the
following commentary about an article that appeared in the journal
Nature concerning the suicide of a third-year Harvard graduate
student:
"GRADUATE STUDENT STRESS: A PROPOSAL IN THE WAKE OF A TRAGEDY."
http://www.angelfire.com/ca4/usl/ase/GradStress.html
*************************************************************
"In August of 1998, a 5th year graduate student in the Department of
Chemistry at Harvard University (US) wrote a note castigating the
department for the power professors have over the lives of graduate
students and then committed suicide by ingesting cyanide. The student,
Jason Altom, was the 3rd Harvard graduate student to commit suicide
since 1997, and the event prompted much discussion, many
recriminations, and the formation of committees at Harvard and at
other universities, in both chemistry departments and other
departments. Altom was working on the synthesis of a complex molecule
under the supervision of organic chemist Elias J. Corey, winner of the
1990 Nobel Prize in Chemistry. In his suicide note, Altom elaborated
on the pressures affecting graduate students: the pressure to succeed
and the pressure of an intense relationship with a single supervisor."
(Refer to the rest of the article for commentary)
========================================================================
Isolation, Finances, Caregiving and Decisions about Priorities are
highlighted in the following data about Graduate Students at Simon
Fraser University, Canada.
"Social Support." Office of the Dean of Graduate Studies. Simon Fraser
University
http://www.sfu.ca/dean-gradstudies/final-report-ss.htm
************************************************************************
"Therefore, 22% of graduate students live alone, facing possible
problems of loneliness/social isolation; another nearly 40% live in
households of more than 3 members, a large proportion having
dependents and the consequent financial challenges. A not
insignificant proportion of students has a partner and/or dependents
living elsewhere, and possibly faces the twin problems of social
isolation and financial burden."
"A high proportion of SFU graduate students are caring for others.
Approximately 28% report that they are caring for children; 10% are
caring for aging parents; and 2% are caring for a sick or disabled
spouse. No gender differences appear in these data."
"The most frequent priority conflict is between family and work - in
particular, the decision to place studies over family. Approximately
40% of men and 45% of women state that they have to make such
decisions very often. The decision is difficult, especially for women,
of whom 58.2% indicate they find this very stressful. Decisions to
place family over studies occur less frequently and are less stressful
for both men and women.
Work-study conflicts are less common than the priority decision to
place studies over family. However, the decision to place work over
studies occurs more often for women, and is much more stressful for
women than for men."
(Refer to chart in article)
"....about one-quarter of graduate students lack adequate (i.e.,
barely adequate or not at all adequate) emotional and financial
support, if it is needed. This one-quarter (no significant gender
difference) is an at risk group should financial or emotional stresses
be experienced."
========================================================================
Stress from physical problems and drug and alcohol use prevail among
Caucasian Graduate students as compared to Asian students:
From "Gender and Race."
http://kenstange.com/psycsiteannex/StudentStress/discrim.htm
************************************************************
"Leong and Mallinckrodt (1990) did a study "to examine possible
cross-cultural variations in stress among Asian graduate students in
comparison to Caucasian graduate students." The subjects completed a
questionnaire comprised of the Proxy Measure of Health Status (Kisch,
Kovner, Harris, & Kilne, 1969) self-report checklist, the Bell Global
Psychopathology Scale (Schwab, Bell, Warheit, & Schwab, 1979), and the
Life Event Questionnaire that was adapted from the Life Experiences
Survey developed by Sarason, Johnson, and Siegel (1978). The subjects
were two hundred and seventy-two graduate students who lived in the
University of Maryland graduate housing complex. It was found that
"Caucasian students reported a higher number of total life events
(M=6.58; SD=4.40) than that reported by Asian students (M=4.81;
SD=5.89; t=2.47, p<.05)." (Leong & Mallinckrodt, 1990). A related
difference was found in that "Caucasian students also reported
significantly more chronic physical symptoms (M=1.45; SD=1.47) than
did the Asian students (M=0.87; SD=1.47; t=2.74, p<.05)." (Leong &
Mallinckrodt, 1990). Caucasian students also reported having greater
concerns about drug and alcohol use problems than Asian students. On
the other hand, Asian students experienced more problems on the Memory
Difficulties and Hallucination subscales and reported more trouble
with paranoia than Caucasians.
(maybe you can decipher the rest of this abstract!!!!!!!)
========================================================================
The Happy times of Graduate Student life as experienced by one student
are highlighted in the following article:
"TIMES OF OUR LIVES: Daily life as a science graduate student," by Amy
Boonsiriseth.
http://www.studentgroups.ucla.edu/gsj/times.pdf.
************************************************************************
"Some students, like myself, are "traditional" graduate students. By
that, I mean that they are single, in their early to mid-twenties,
enter graduate school immediately after finishing their college
education, are financially independent, and living on their own."
"Being single in graduate school means that one bears no other
responsibilities other than to care for oneself, and that translates
to having a lot of flexibility in one's schedule........Being a
graduate student allows me to utilize this flexibility to the maximum.
While there are time constraints as a graduate student, our time is
more flexible than it would be if we were working a 9 to 5 job."
"Graduate students have the luxury of going to a bar or dance club
more often than undergraduate students since the days of cramming for
finals, midterms, and term papers are long over."
"Being financially independent is one of the first rites of entering
adulthood......But almost all graduate expenses are supported by
students themselves through research and/or teaching stipends or
fellowships and grants. This sense of financial independence in many
people's lives is a sense of achievement. Although the salary of a
graduate student is only half of what a full time working person
earns, it is enough to live comfortably and to remove ourselves
financially from our parents. On occasion we can even dine out at a
nice restaurant, go to the movies, and even take small trips. Having a
steady income allows us to have the freedom to enjoy our lives with
our friends and possibly a significant other."
"Finally, many graduate students have moved out of the tiny dorms or
campus housing and may no longer have roommates. Many, like myself,
share a spacious apartment with one other person, each of us having
our own room. Others have even opted to have a place to themselves. It
is a time sandwiched between the dorms and family homes. It's a time
beyond bunk beds and sharing a room with someone you don't get along
with. It is the first time in my life that I can decorate my apartment
according to my taste and have enough financial resources to purchase
that cheap halogen lamp if I choose to."
========================================================================
Financial Pressures for Graduate Students:
"Financial Pressure for Grad Students," by Dr. Teresa Sullivan & Nick
Repak. Grad Resources (1/12/2000)
http://www.gradresources.org/articles/Financial%20Pressures%20for%20Graduate%20Students.shtml
************************************************************************
Excerpts follow:
"Many gifted students fail to accomplish their dreams because the
reality of tuition, housing and living expenses keep them from
completing their degree. There are some clear reasons for the
financial struggles and some solutions to the problem.
Some Emotional & Cultural Issues:
"Denial and poor assessment can be a common trap for many of these
idealistic scholars. Most graduate students have experienced success
academically since high school and throughout their undergraduate
program, and they assume that grad school is a calling for them. But
esteem issues become entwined with financial pressures for some. In
interviews with Ph.D. students at MIT, one student shared with me, "I
was the top in my undergrad chemistry department, but now I am just
one star among many." They may feel that they need to succeed to keep
up with personal and family expectations, regardless of the cost. They
take out personal loans, charge moving and living expenses to credit
cards and then wonder how to make rent payments each month. Other
graduate students have a sense of entitlement that causes them to
spend without considering consequences. Certain students feel that
graduate school is like a job where they are "earning their degree"
and should be drawing a paycheck for their labor. In one case study, a
graduate student continued to "pay herself a salary" with funds from
government loans until she had accumulated $160K in federally-insured
debt. Yet, she was still taking classes and had not even reached
candidacy yet."
"Some graduate students try to blame others for their situation, and a
spouse may become the target for the blame. Divorce and bankruptcy are
positively correlated, because money problems are often closely
related to marital problems. Others blame their parents or the
university. Graduate students may blame an advisor for failing to
secure funding for the project for which a student is doing research.
Many want to justify their habits by saying, "I can't handle a job or
Teaching Assistant position and excel in my academic program, so I
need a Research Grant or Fellowship to study without the distraction
of working." The result is lingering of debt that goes unpaid."
"Sometimes, people use finances to compare their status with other
classmates or siblings. Graduate students may compare their situations
with those of undergraduate classmates who took jobs immediately after
graduation and now have a comfortable lifestyle. In academic fields
where there are tight job markets, graduate students may never be
assured of an income as high as they would like. The results of such
comparisons and resulting envy can produce anger and resentment
directed at others. Yet, we know that wealth and poverty are relative
and not absolute. Many students count themselves fortunate to struggle
from paycheck to paycheck because they are blessed with the
opportunity to pursue research and study in a field that energizes
them."
========================================================================
Burnout, Emotional Fatigue and Feelings of Inadequate Accomplishment:
"Emotional Fatigue: Coping With Academic Pressure," by Nick Repak.
Grad Resources.
http://www.gradresources.org/articles/emotional_fatigue.shtml
*************************************************
Excerpts follow:
"Many [graduate students] are told, "We value teaching, and you will
teach (though you may receive little or no training as you become a
TA), but if you excel at teaching we may reward you with a special
grant that allows you not to teach." Also, "The demands will be so
great that you will need a unique support system to help you through
your academic quest," but the environment will allow little time to
establish relationships, and the department may be so competitive that
it hinders relationships from forming. Again, "You might want to take
advantage of your advisor as a mentor, and they will enjoy that also,"
however, their research demands force them to commit their time and
energy in the direction of research and publishing and may force you
to do the same. You might desire coherence in your life, and that
would assist you in your personal wholeness and integration of your
studies, but again, there is no time for such things. Facing these
academic "catches" may require some critical reflection on your
personal lifestyle and environment to avoid emotional fatigue."
"The problem of burnout, with its accompanying emotional exhaustion
and feeling of low personal accomplishment, has prompted much study as
it relates to management and business. However, the academic
community, which seems to accept fatigue as part of student life, is
just beginning to seriously take notice."
"An undergraduate study done by Neumann, Neumann and Reichel,
professors at Boston and Ben Gurion Universities, is the only research
that has attempted to define the problem on the college campus. The
authors conclude:
"College students may in fact experience the burnout phenomenon due
to learning conditions that demand excessively high levels of effort
and do not provide supportive mechanisms that would facilitate
effective coping.{1}
"The Neumann study found emotional exhaustion and lack of felt
accomplishment as ingredients of the burnout process. The conclusion:
Emotional fatigue greatly influences student performance and affects
personal commitment. On the other hand, the degree to which the
student experiences emotional exhaustion is dependent on his
individual flexibility, involvement, and student-faculty contact."
Another research study by the Barna Research Group came up with these
conclusions:
"....graduate students do feel a great amount of pressure. Fifty-five
percent of the students surveyed considered dealing with stress and
burnout a major challenge. In addition, 70 percent of the grads
responding to a broad list of "anxiety producers" declared that their
major concern was the achievement of the elusive "balanced life," i.e.
finding ample time for family, self, and others and feeling that their
life is under control.
"The majority of graduate students also expressed a desire to deepen
personal involvement in their field of study. For instance, 51 percent
indicated interest in attending a panel discussion comparing ethical
issues in their field of study. One third desired a deeper
relationship with a faculty member."
(Read entire article for more, in-depth information!)
========================================================================
Distance Learning and the Graduate Student - Lack of support, limited
coping mechanisms for stress, and feelings of alienation from the
college community.
"Online learning: a booming trend: More student support needed to meet
adult learners' needs, says U of C researcher."
University of Calgary (7/17/2002)
http://www.fp.ucalgary.ca/unicomm/news/July_02/wiesenberg.htm
*****************************************************
Excerpts follow:
"A University of Calgary professor has discovered many of today’s
educational institutions lack the student support systems that online
learners require to succeed.
"Dr. Faye Wiesenberg’s study, which won the 2002 Journal Award from
the Canadian Association for University Continuing Education in June,
describes how a small group of graduate students coped with the
stresses of online learning over a period of three to five years. For
the most part, online adult learners had a lower-than-expected level
of family and community support, possessed a limited set of coping
mechanisms for stress, and persistently felt like marginal members of
the academic community."
“The typical 18 to 24-year-old young adult student is leading an
increasingly busy school and work life; at the same time, mature adult
learners are returning to school to pursue continuing professional
development,” says Wiesenberg (right). “Many of these students face
the demands of holding multiple roles as parents and working
professionals, with some having had had little recent experience
adding the role of student to already busy lives. This means that a
larger proportion of students in our post-secondary systems may
benefit from easier access to student services online.”
Graduate distance learning and lack of management skills:
"Selecting A Distance Education School," by Brent Muirhead D.Min.,
Ph.D. USDLA Journal (April 2002)
http://www.usdla.org/html/journal/APR02_Issue/article05.html
************************************************************************
"Unfortunately, some students fail to take the time to explore the
nature of distance education and either have difficulty completing
their doctoral programs or drop out of school. For instance, students
are given the freedom to make numerous educational decisions, such as
selecting dissertation advisors, and the wide range of choices becomes
a major problem for them. Their prior educational experiences did not
prepare them for learner-centered educational settings because most
contemporary graduate schools have program guidelines that restrict
students in their capacity to personalize their course work. Then,
when they enter graduate distance schools they become academically
paralyzed because they do not have the mind sets and learning
experiences to create and manage their own educational programs."
=======================================================================
I hope these references prove helpful. If I can provide further
clarification, or any of the links do not work, please don't hesitate
to ask!
umiat-ga
Google Search Strategy
"graduate students" AND stress
+Stress AND "graduate students" AND "distance learning" |
Clarification of Answer by
umiat-ga
on
12 Feb 2003 19:06 PST
Strodes-ga!
There I go again, clicking in too fast!
I have found some more information concerning distance learning for
graduate students, but I was hard-pressed to come up with any articles
which distinguished the effects of distance learning versus distance
learning with partial on-campus attendance.
The only, and I mean only, reference I found which mentioned any
topics to consider when looking at an off-site learning program
combined with partial time on campus was from the following Course
description. The comments are virtually the same as those for all
distance learning programs.
Comments from the description of the “Extended MPH program – Partial
Distance Learning” at University of Washington School of Public Health
and Community Medicine follow:
http://sphcm.washington.edu/about/sum_mph_edp.htm
*****************************************************
Comments:
“The advantages and disadvantages of the EDP in comparison with
residential education should be carefully considered before
application to the Program. Advantages, particularly for mid-career
professionals, are considerable. They include the highly integrated
nature of the curriculum, the focus on applied community management
content, the ability to pursue professional education cooperatively
with experienced colleagues in the field, the opportunity to
immediately apply new knowledge and skills, and the ability to
continue employment.”
“Applicants should consider the demands on personal time and energy
necessary when education is pursued concurrently with employment. The
self-motivation and discipline required for successful independent,
off-campus study, the possible disadvantages of relative isolation
from peer support and direct ongoing faculty contact, and they should
also weigh the lack of immediate access to extensive library
resources, although many resources are now available from the UW via
communication using the web.”
========================================================================
Other information on distance learning:
“Debating Distance.” The International Education Site
http://www.intstudy.com/articles/ndistance02.htm
*****************************************************
Some excerpts follow:
“The obvious attractions of distance learning are the flexibility and
the capacity to fit learning to lifestyle. Study wherever is
convenient, at times to suit, at a speed you set, and start dates are
not necessarily fixed to an outdated academic calendar.”
“Home study” need not mean second class or unsupported. Success rates
are often higher than for traditional learning, as distance learners
have more control over their studies and the motivation to excel.
“..Where hands on experience is essential, for instance in the healing
arts, this can be provided through separate sessions.”
“Nor should learners feel lonely. Peer-group contact and discussions
can take place, either locally, through special sessions, or using new
technologies such as e-mail chat groups. Larger providers will also
have student and careers advisers, ready to help and offer advice.”
“However, distance has disadvantages. It is essential to assess any
provision carefully to ensure likely outcome matches aspiration, that
there is adequate support, and above all that the course is of a high
quality.”
“Motivation can be higher amongst those in the correspondence
community, but commitment and stamina are essential to complete
courses. Learners who lack the will power to ‘get down to work’ or the
time management skills to organise their studies will find it harder
to succeed. When choosing a course prospective learners must be
pragmatic about their own abilities and the time necessary for any
program of study.”
========================================================================
“Distance Learning - Ideal for the Working Professional?” Online
Colleges and Universities at
http://www.online-degrees-best-schools.com/g2.htm
**********************************************************************
Some excerpts follow:
“For many, the choice of studying for an MBA only comes up after at
least 2 years of work experience; most B-schools insist that all
incoming MBA students meet this minimum. The question then is whether
to do it full-time on campus or part-time by distance learning. For
some working professionals, the choice is simple. Through several
factors, either financial or a reticence to leave the work force for
several years, the decision will be to study by distance learning.”
“For the working professional who is not planning a drastic change of
industry, or is keen to stay with their company because of good
prospects, studying for an MBA part-time via distance learning has
huge advantages. The first and most important advantage is that they
will stay engaged in the business that they are in. For certain
high-tech industries, it moves so fast that leaving for 2 years to
study full-time could make the MBA graduate almost obsolete when they
re-enter the workforce - they will literally have to re-learn their
own industry. The distance learner will see changes as they come,
adapting and updating his or her knowledge skills. It may take longer,
but being up-to-date the moment you graduate could mean the difference
between being a hot property or yesterday’s news for cutting-edge
companies.”
“For full-time students, there is also the requirement for full
funding before they start their study. Some end up taking part-time
jobs to supplement their income while studying, which can make for an
exceptionally stressful 2 years. For working professionals, especially
those with financial commitments like housing payments or a family of
dependents, the task of saving enough to finance a full-time course is
itself time consuming. For the working professional who wants to
maintain their regular income and is willing to devote free time to
study, distance learning is ideal.”
“Of the biggest reasons that distance learning is an excellent choice
for the working professional is the flexible timing for completing the
course. Even in the context of regular 9-to-5, Monday to Friday work
hours, seasonal or temporary factors will increase the workload for
short periods. Distance learning offers the working professional the
chance to study when it is most convenient, to take perhaps shorter or
longer than the average, in order to be able to devote the appropriate
energies to their daily work.”
** “In fact, some companies view the discipline and dedication to
study for their MBA via distance learning while also putting in the
hours and delivering results at their workplace as a testimony to the
inner grit and value of the employee.” **
========================================================================
“Distance Learning Goes the Distance: Education will never be the
same,”
by Charlotte Thomas. Peterson’s.
http://www.petersons.com/distancelearning/code/articles/distancelearngoes1.asp
***********************************************************************
Some excerpts follow:
“While distance education seems to answer a lot of student needs, the
fact that drop-out rates are higher than those for campus-based
learning cannot be ignored. "Retention varies," says Mayadas, alluding
to the high retention rates of distance education providers such as
Northern Virginia Community College, one of the biggest community
college distance providers in the country. Lambert suggests that not
everyone is blessed with the discipline and motivation that distance
learning requires. "Despite what's said about the electronic
classroom, it's a lonely way to study," he says. Many need and enjoy
the stimulus of being around a peer group to share reactions and to
help each other.”
On the surface, taking courses via distance education appears to be a
quick and easy way to learn. It's not. Personal characteristics and
learning styles play a big part in the success of the distance
learner. A lot depends on the student's ability to organize time and
resources. In addition, factors such as the length of time it takes to
get a distance degree and that services for distance students might
not be equal to those on campus have much to do with participants not
completing the program.
Perhaps the most cited drawback when comparing distance- to
campus-based learning is the lack of face-to-face interaction between
students and faculty members and with each other. On the other hand,
there are just as many supporters of distance education who will tell
you that interaction is enhanced and richer than what normally occurs
in traditional classrooms.
“Tallying up the differences, Mayadas says that facial expressions and
body language are missed. But then he cites the advantage distance
learners enjoy of never having to give off-the-cuff answers. In online
discussions, students can reflect about their responses before
answering. Shy people or those with speech impediments can easily
contribute to an online dialog. Mayadas illustrates his point. "When I
was in college, there was always some windbag in the front row who
dominated the professor with questions. In an online discussion you
will find some who have to unburden every shred of their knowledge. On
line, most students can ignore them."
“The necessity of face-to-face interaction and hands-on experience
that distance learning lacks depends on the program, states Lambert.
"Common sense dictates that we don't want to have surgeons and jet
mechanics getting an education via distance learning," he quips. "But
for eight out of ten fields, students don't need to sit in a
classroom."
“Mary Beth Almeda, Director of the Center for Media and Independent
Learning at the University of California Extension in Berkeley,
California, acknowledges that certain subjects such as chemistry or
physics labs are problematic. But having said that, she states that
with an instructor's creative course design and delivery, even that
obstacle can be overcome.”
(See links to other articles at the bottom of page)
Additional Information
*********************
“Just How Ready Are You For Distance Learning?” is a quiz taken from
the book, How to Study Independently, A Study Guide for Adult College
Students, which is produced by Regents College.
The sections on Personal Attributes, Study Skills and Time Management
are worth considering.
http://www.petersons.com/distancelearning/code/articles/distancelearnquiz3.asp
I sincerely hope this extra information is of help!
umiat-ga
Google Search Strategy
Distance learning AND graduate study AND time management
+partial +distance learning +graduate study
|
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