Bunn, Joanne Margaret2013-04-162022-11-022013-04-162022-11-0220032003https://ir.wgtn.ac.nz/handle/123456789/28747Studies have found that distance students have a higher rate of withdrawal from courses than those on-campus. Although much research has been undertaken into this phenomenon, students' opinions on persistence have often been overlooked. With distance learning opportunities rapidly increasing due to the rising use of the Internet as an educational tool, an examination of distance students' perspectives is both timely and relevant. The purpose of this study was to find out from distance students of the Master of Library and Information Studies (MLIS) at Victoria University of Wellington what factors they believed made or helped them persist with their programme. A number of background issues, such as reasons for enrolling, expectations, and outcomes, and barriers to learning were also explored. Qualitative research was undertaken, using focus groups consisting of past and present distance students. The findings of the study showed that distance students perceived support, managing the workload, and personal factors to be the key elements in helping them to persist with their studies. In addition, it was evident that Auckland-based participants believed that they benefited considerably from additional factors that made up their experience, such as tutors, and regular face-to-face interaction with fellow students.pdfen-NZdistance educationlibrarians educationlibrary schoolsacademic persistencestudent attitudesfocus groupsText