Sammendrag
Aim: To gain knowledge of how adult students experienced the first year of a blended learning master
programme to better understand their learning process.
Methods: A qualitative, exploratory, descriptive study based on data from two focus group interviews
with students attending a blended learning Master programme. Qualitative content analysis based on
Graneheim and Lundman’s procedures was applied.
Findings: Our analyses revealed one main theme: aspiring for competence in a multifaceted everyday life
and four main categories: acquiring professional competence, struggling to manage diverse forms of
communication, demanding task juggling and confused student role.
Conclusions: The participants experienced that the programme enabled them to acquire professional
competence relevant to practice. Despite the challenges, the programme is recommended for prospective
students who live in both urban and rural areas, who are working and also responsible for children and
other family tasks
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