This paper offers a window into the lived experiences of four first-time mature distance learners as they began their university study. From the 'stories' retold through these diaries the flexibility and convenience of distance learning was perceived as a means of advancing personal and career goals whilst balancing other family and life commitments. However, 'in reality' the university experience was a struggle for these students as they grappled with internal motivations, external pressures and found the culture of the university alienating at times. Albeit a small sample the findings show the importance of making explicit tacit knowledge and cultural capital of what is required to be a successful distance learner. Also support services for distance learners must be available at the point of need and be more deeply embedded in coursework if the potential of distance education is to be realized as an important vehicle for inclusion and life-long learning.
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