Although Care and Udod and Hipp address specific learning situations, respectively as nursing eductors and the Univeristy of

The Needs and Barriers for Women in DE

As distance educators, we are accustomed to thinking of geography as the hurdle that must be overcome. But for women, distance is only one of the barriers to education — time, work, family, financial resources, support, society, and culture can all stand in the way of a woman’s pursuit of education. In addition, internal barriers such as isolation, fear of failure and lack of confidence have been found to affect women's ability to succeed in education. Inexperience with technology has also been proposed as creating frustration that leads to both male and female drop-outs. In acknowledging the interlocking systems of oppression that women face, individual instructors and institutions can take action to become more inclusive and accommodating. Effectively meeting the needs of female learners means that instructors and institutions must obtain information on women's needs and design programs as well as support systems to meet those needs.

Although Care and Udod (2000) and Hipp (1997) consider different learning situations, respectively as nursing educators and a researcher into women's needs at the University of South Australia, they take a similar view with regard to the general lack of attention that is given to the needs of women learners. Care and Udod specifically address the use of advanced technology in female-dominated professions, such as nursing, and express concern about gender issues in the use of teaching technologies. Citing Ross et al. (1995), who suggest that computer-mediated conferencing merely replaces existing inequities with different inequities, for example variations in computer literacy, they suggest that computer literacy is a significant factor when students are older and lack exposure to technology. Starting from a belief that women learn differently from men, they urge a change in teaching curricula, materials, approaches, and beliefs. Associated with this is the adoption of a feminist teaching approach that incorporates valuing of community and equal participation, cooperation and democratic practices, sharing of personal experiences, and use of personal reflection. In short, they reinforce the need for a learner-centered approach that adopts strategies in three areas:

curricular design that integrates a feminist framework with communication technologies that enhance cooperation, collaboration and shared leadership;
structural strategies for development of a community of learners and the introduction of formal computer training to reduce the gender gap; and
teaching strategies that stress collaboration, empowerment, and instructor participation in a network of educators.

Hipp’s (1997) investigation into the situations of female learners at the University of South Australia starts from the possibility that the supports the University offers to women are not the best match for their needs. Based on surveys and interviews, he concludes that lack of confidence, feelings of isolation and a desire for connected teaching were common to the female study group. While recognizing that this is not conclusive, but is indicative of a pattern, he proposes a series of system supports for women that can be added to the existing repertoire of student aids provided by the University of South Australia. He concludes by recommending a consistent and deliberate approach to flexibly supporting the needs of women based on knowledge of their:

education and learning;
self-image, personal changes and growth patterns;
relationships that are important to them;
perceived catalysts for change, and;
impediments to growth.

A common finding in feminist literature and research is women's lack of confidence and low self-esteem as a result of experiences and society’s expectations. The adoption of technology in distance education can further exacerbate these attitudes since women typically lack technical experience. To overcome feelings of isolation and lack of confidence, Hipp (1997) recommends that universities offer supports that are specific to women distance learners. In considering the implications of technology for teaching practices and the learning context, Care and Udod (2000) reinforce Hipp’s emphasis on women's need for a connected approach. Understanding considerations such as these and applying them to the design of educational strategies and programs provides educators with opportunities to overcome inequalities in women's education.

Care, W. D., & Udod, S. A. (2000). Women in distance education: Overcoming barriers to learning. New Horizons in Adult Education, 14(2),5-16.

Hipp, H. (1997). Women studying at a distance: What do they need to succeed? Open Learning, 12(June), 41-49.