Annotated Bibliography
1
Patricia Martinez
OMDE 608
Section: 9040
March 17, 2013
Position Paper
Terry Müller’s paper, “Persistence of Women in Online Degree-Completion Programs” (Müller,
2008), concludes that, while distance education (DE) institutions in the United States market to women,
“without necessarily taking into account that women continue to be primary caretakers of children and other family members” (Müller, 2008), as well as other stressors and responsibilities. Müller emphasizes that more research has to be done on the subject to further examine the extent other factors plat in the role of persistence, or lack thereof, in their studies. However, in the study conducted, he gains insight on the some of the crucial factors with regard to women and the …show more content…
retention rate of higher education institutions.
This paper seeks to support Müller’s findings in the facilitators and barriers encountered by women when attempting to further their education by providing the descriptions of two facilitating qualities, and two barriers, research, and examples of personal experience. Instructional and classmate support is found to be a solid reason behind women who stay on track to succeed in their educational goals even through difficult barriers.
Why Women Outnumber Males in Higher Education Institutions
In February 2005, the National Center for Educational Statistics (NCES), found that women enrolled in undergraduate programs grew from “46 percent to 56 percent” between 1971 and 2004,
(NCES, 2005) and projected a continuation of growth into 2013. Müller finds that since distance learning has become readily available, adult women, typically minority single-mothers have enrolled in programs to further their education (Müller, 2005). Online learning offers flexibility in scheduling that on-site campus learning does not. However, many times there is a lack of understanding the amount of time it takes to study, follow lesson plans, meet assignment deadlines, and what to expect when starting a
2
Patricia Martinez
OMDE 608
Section: 9040
March 17, 2013
Position Paper program of study (Conrad, 2002). In the article written by Dianne Conrad entitled “Engagement, excitement, anxiety and fear: Learner 's experiences of starting an online course,” she finds that allowing access to preview the classroom, view the syllabus, and read the expectations can assist in becoming familiar and decrease the initial stress caused by the unknown. A distance learner (DL), may find early access to assist with planning out a semester, however the females in the study reports that the multiple personal commitments, may inhibit females from completing their degree affection retention rates amongst their gender (Conrad, 2005).
Factors in Learner Persistence
The females students interviewed stated some key factors to maintaining persistence included frequent interaction with classmates and faculty, as well as, being engaged in a supportive learning environment (Müller, 2005). Sherri Restauri’s article, “Creating an Effective Online Distance Education
Program Using Targeted Support Factors,” she acknowledges that new DL’s need faculty support in navigating technology, group discussions, and answering questions related to assignments
(Restauri,2004). Interactive and supportive learning environments assists women in building confidence in course participation, flexible feedback from instructors allows women to improve writing skills, and interaction among classmates helps women feel a part of the group (Hipp, 1997), all of which improve the chances of successfully graduating.
Interactive Learning Environment
Müller’s article discusses the importance female learners place on interacting with fellow students and instructors in assisting to remain focused (Müller, 2005). In Anderson’s article “Getting the
3
Patricia …show more content…
Martinez
OMDE 608
Section: 9040
March 17, 2013
Position Paper
Mix Right Again: An updated and theoretical rationale for interaction,” he concludes that while some DE programs focus on saving money through lessening instructor student interaction, that throughout the history of traditional education, it has been a key factor to student success. The female participants in
Müller’s study placed great emphasis on engaging in synchronous and asynchronous classroom discussions with in the classroom (Müller, 2005). Participants in the study advocated that being engaged promoted their interest and encouraged their participation, keeping their attention active on the subject matters. They also discussed the importance of a supportive learning environment.
Supportive Learning Environment
Experienced distance learners know how difficult it is to form connections within a virtual classroom versus a traditional face-to-face classroom. Female students may better understand the difficulties found in communicating personal reasons why they are having difficulty in a class.
Assignments, readings, and conference deadlines can become overwhelming especially for full-time students who are taking multiple courses and juggling a job, family, finances, and health stressors.
However, females reported that receiving supportive messages from classmates kept their motivation to thrive in their studies higher (Müller, 2005). Equally important was instructor availability and maintaining close communication with student advisor. Learner support proves to be an important factor in persistence for females both in this study and others conducted. Support through positive interactions may help retain female DL’s through the barriers that life circumstances may bring.
Barriers to Learner Persistence
4
Patricia Martinez
OMDE 608
Section: 9040
March 17, 2013
Position Paper
“Balancing multiple responsibilities was a significant theme that emerged as a potential barrier to persistence. A second theme was disappointment in faculty. Although 13 out of 20 women preferred a traditional classroom setting, having a face-to-face preference was not as important a barrier as the emotional hurdles of feeling anxious, frustrated, and overwhelmed” (Müller, 2005). Women have stated in various studies completed that there are various barriers encountered that potentially hinder completion of program. This paper will discuss lack of instructional support and multi-tasking through life responsibilities.
Lack of Instructional Support
Female adult learner’s find that when they receive support from the faculty and fellow students, the connection built alleviates much of the stress that hinders their academic focus (Müller, 2005).
In
Hipp’s study, women shared their fear of failure being reinforced by harsh criticisms and comments on assignments causing them disconnect from the instructor and diminishing their self-confidence as a student (Hipp, 1997). Female students in several studies also openly discussed spending vast amount of time attempting to understand instructors expectations with regard to assignments (Hipp, 1997), and difficulty reaching the instructor within a timeframe which allowed them to complete the assignment successfully (Müller, 2005). Lack of guidelines and quality feedback from instructors was also reported to be a disappointing factor causing students to lose interest and at times quit on their education
(Restauri, 2004). In review of the above mentioned barriers, it is evident that lack of quality communication and support between the instructor and female students eradicate the desire to move forward in earning a higher education. There is also the barrier of issues in the personal lives of
adult female learner’s which promotes a decline in accomplishing the original set goal of graduation.
5
Patricia Martinez
OMDE 608
Section: 9040
March 17, 2013
Position Paper
Multi-tasking Life Responsibilities
DE facilitates women who have many responsibilities to earn a higher education through flexibility, self-paced learning, and accessibility being a great reason why DE has a much higher enrollment rate among women (Prümmer, 1994). However, balancing many life responsibilities such as young children, careers, being the family care-taker, as well as, health concerns increases the likelihood to drop-out (Müller, 2005). Some of the participants in Müller’s study indicated feeling guilty placing their studies as a higher priority than helping their young children with their school work. Juggling everyday life responsibilities, unexpected life issues, and the stress all the circumstances bring often is the leader of why women fail to complete their higher education in comparison to their male counterparts (Müller, 2005). With that in mind, it is in the institutions best interest to listen to women and their experiences and concerns in order to obtain a higher completion success rate among women studying through their institutions (Weatherly, 2011). While the convenience of DE institutions is a big drive for the high enrollment rates among women, it is noted that factors both outside and inside the institution dictate the rate of success through completion.
Conclusion
Women learners may account for higher enrollment rates than their male counterparts; Müller’s study shows the existing barriers between women and their successful graduation. While persistence among women is fed through learner support, including support from fellow classmates and instructors, their multi-tasking life roles add strain to accomplishing goals. As a thirty-five year old female distance learner, I understand and agree with the examples of obstacles discussed in this study. I accomplished
6
Patricia Martinez
OMDE 608
Section: 9040
March 17, 2013
Position Paper my Bachelor of Psychology while maintaining a full and part-time job, without any issue. However, currently going through a high-risk pregnancy with my first child, going without income due to bed rest orders, preparing to move, and being involved horrible car-accident which left me with a mild concussion and no car, have proven to take a toll. The desire has not died in completing my studies; however it has been my toughest semester yet. The article struck my interest and eased some of my stress knowing I am not alone. It is a lonely feeling to not know where to turn for support and it has made me miss face-to-face interaction with instructors and fellow students. I agree that more research needs to be conducted due to the small pool of participants in this study. Barriers may be different due to different cultural and gender expectations around the world. Overall, it was a great start to this study. As stated by Weatherly in her study, it is greatly important for institutions to listen to women’s experiences in order to “implement changes to anticipate populations of learners who require greater levels of flexibility in learning or, even more pressing, to prepare for groups of learners whose circumstances threaten the completion of their education (Weatherly, 2011).”
7
Patricia Martinez
OMDE 608
Section: 9040
March 17, 2013
Position Paper
References
Conrad, D. (2002). Engagement, excitement, anxiety and fear: Learner 's experiences of starting an online course. The American Journal of Distance Education, 16(4), 205-226.
Hipp, H. (1997). Women studying at a distance: What do they need to succeed? Open Learning: The
Journal of Open, Distance, and e-Learning. 12(2), 41-49.
Kumar, A. (1999). Learner Characteristics and Success in Indian Distance Education. Open Learning,
14(3), 52.
Müller, T. (2008). Persistence of women in online degree-completion programs. International Review of
Research in Open and Distance Learning, 9(2), 1-18.
Peter, K., Horn, L., National Center for Education Statistics (ED), W. C., & MPR Associates, B. A. (2005).
Gender differences in participation and completion of undergraduate education and how they have changed over time. Postsecondary Education Descriptive Analysis Reports. NCES 2005-169. US
Department Of Education.
Restauri, S. (2004). Creating an effective online distance education program using targeted support factors. Tech Trends. 48(6), 42-49.
Shale, D. (2010). Beyond boundaries: The evolution of distance education. In M. F. Cleveland-Innes and
D.R. Garrison(Eds), An introduction to distance learning: Understanding teaching and learning in a new era (pp. 91-107). New York & London: Routledge.
Weatherly, G. (2011). Seen But Not Heard. Distance Learning, 8(3), 5-12.
Patricia Martinez
OMDE 608
Section: 9040
March 17, 2013
Position Paper
Terry Müller’s paper, “Persistence of Women in Online Degree-Completion Programs” (Müller,
2008), concludes that, while distance education (DE) institutions in the United States market to women,
“without necessarily taking into account that women continue to be primary caretakers of children and other family members” (Müller, 2008), as well as other stressors and responsibilities. Müller emphasizes that more research has to be done on the subject to further examine the extent other factors plat in the role of persistence, or lack thereof, in their studies. However, in the study conducted, he gains insight on the some of the crucial factors with regard to women and the …show more content…
retention rate of higher education institutions.
This paper seeks to support Müller’s findings in the facilitators and barriers encountered by women when attempting to further their education by providing the descriptions of two facilitating qualities, and two barriers, research, and examples of personal experience. Instructional and classmate support is found to be a solid reason behind women who stay on track to succeed in their educational goals even through difficult barriers.
Why Women Outnumber Males in Higher Education Institutions
In February 2005, the National Center for Educational Statistics (NCES), found that women enrolled in undergraduate programs grew from “46 percent to 56 percent” between 1971 and 2004,
(NCES, 2005) and projected a continuation of growth into 2013. Müller finds that since distance learning has become readily available, adult women, typically minority single-mothers have enrolled in programs to further their education (Müller, 2005). Online learning offers flexibility in scheduling that on-site campus learning does not. However, many times there is a lack of understanding the amount of time it takes to study, follow lesson plans, meet assignment deadlines, and what to expect when starting a
2
Patricia Martinez
OMDE 608
Section: 9040
March 17, 2013
Position Paper program of study (Conrad, 2002). In the article written by Dianne Conrad entitled “Engagement, excitement, anxiety and fear: Learner 's experiences of starting an online course,” she finds that allowing access to preview the classroom, view the syllabus, and read the expectations can assist in becoming familiar and decrease the initial stress caused by the unknown. A distance learner (DL), may find early access to assist with planning out a semester, however the females in the study reports that the multiple personal commitments, may inhibit females from completing their degree affection retention rates amongst their gender (Conrad, 2005).
Factors in Learner Persistence
The females students interviewed stated some key factors to maintaining persistence included frequent interaction with classmates and faculty, as well as, being engaged in a supportive learning environment (Müller, 2005). Sherri Restauri’s article, “Creating an Effective Online Distance Education
Program Using Targeted Support Factors,” she acknowledges that new DL’s need faculty support in navigating technology, group discussions, and answering questions related to assignments
(Restauri,2004). Interactive and supportive learning environments assists women in building confidence in course participation, flexible feedback from instructors allows women to improve writing skills, and interaction among classmates helps women feel a part of the group (Hipp, 1997), all of which improve the chances of successfully graduating.
Interactive Learning Environment
Müller’s article discusses the importance female learners place on interacting with fellow students and instructors in assisting to remain focused (Müller, 2005). In Anderson’s article “Getting the
3
Patricia …show more content…
Martinez
OMDE 608
Section: 9040
March 17, 2013
Position Paper
Mix Right Again: An updated and theoretical rationale for interaction,” he concludes that while some DE programs focus on saving money through lessening instructor student interaction, that throughout the history of traditional education, it has been a key factor to student success. The female participants in
Müller’s study placed great emphasis on engaging in synchronous and asynchronous classroom discussions with in the classroom (Müller, 2005). Participants in the study advocated that being engaged promoted their interest and encouraged their participation, keeping their attention active on the subject matters. They also discussed the importance of a supportive learning environment.
Supportive Learning Environment
Experienced distance learners know how difficult it is to form connections within a virtual classroom versus a traditional face-to-face classroom. Female students may better understand the difficulties found in communicating personal reasons why they are having difficulty in a class.
Assignments, readings, and conference deadlines can become overwhelming especially for full-time students who are taking multiple courses and juggling a job, family, finances, and health stressors.
However, females reported that receiving supportive messages from classmates kept their motivation to thrive in their studies higher (Müller, 2005). Equally important was instructor availability and maintaining close communication with student advisor. Learner support proves to be an important factor in persistence for females both in this study and others conducted. Support through positive interactions may help retain female DL’s through the barriers that life circumstances may bring.
Barriers to Learner Persistence
4
Patricia Martinez
OMDE 608
Section: 9040
March 17, 2013
Position Paper
“Balancing multiple responsibilities was a significant theme that emerged as a potential barrier to persistence. A second theme was disappointment in faculty. Although 13 out of 20 women preferred a traditional classroom setting, having a face-to-face preference was not as important a barrier as the emotional hurdles of feeling anxious, frustrated, and overwhelmed” (Müller, 2005). Women have stated in various studies completed that there are various barriers encountered that potentially hinder completion of program. This paper will discuss lack of instructional support and multi-tasking through life responsibilities.
Lack of Instructional Support
Female adult learner’s find that when they receive support from the faculty and fellow students, the connection built alleviates much of the stress that hinders their academic focus (Müller, 2005).
In
Hipp’s study, women shared their fear of failure being reinforced by harsh criticisms and comments on assignments causing them disconnect from the instructor and diminishing their self-confidence as a student (Hipp, 1997). Female students in several studies also openly discussed spending vast amount of time attempting to understand instructors expectations with regard to assignments (Hipp, 1997), and difficulty reaching the instructor within a timeframe which allowed them to complete the assignment successfully (Müller, 2005). Lack of guidelines and quality feedback from instructors was also reported to be a disappointing factor causing students to lose interest and at times quit on their education
(Restauri, 2004). In review of the above mentioned barriers, it is evident that lack of quality communication and support between the instructor and female students eradicate the desire to move forward in earning a higher education. There is also the barrier of issues in the personal lives of
adult female learner’s which promotes a decline in accomplishing the original set goal of graduation.
5
Patricia Martinez
OMDE 608
Section: 9040
March 17, 2013
Position Paper
Multi-tasking Life Responsibilities
DE facilitates women who have many responsibilities to earn a higher education through flexibility, self-paced learning, and accessibility being a great reason why DE has a much higher enrollment rate among women (Prümmer, 1994). However, balancing many life responsibilities such as young children, careers, being the family care-taker, as well as, health concerns increases the likelihood to drop-out (Müller, 2005). Some of the participants in Müller’s study indicated feeling guilty placing their studies as a higher priority than helping their young children with their school work. Juggling everyday life responsibilities, unexpected life issues, and the stress all the circumstances bring often is the leader of why women fail to complete their higher education in comparison to their male counterparts (Müller, 2005). With that in mind, it is in the institutions best interest to listen to women and their experiences and concerns in order to obtain a higher completion success rate among women studying through their institutions (Weatherly, 2011). While the convenience of DE institutions is a big drive for the high enrollment rates among women, it is noted that factors both outside and inside the institution dictate the rate of success through completion.
Conclusion
Women learners may account for higher enrollment rates than their male counterparts; Müller’s study shows the existing barriers between women and their successful graduation. While persistence among women is fed through learner support, including support from fellow classmates and instructors, their multi-tasking life roles add strain to accomplishing goals. As a thirty-five year old female distance learner, I understand and agree with the examples of obstacles discussed in this study. I accomplished
6
Patricia Martinez
OMDE 608
Section: 9040
March 17, 2013
Position Paper my Bachelor of Psychology while maintaining a full and part-time job, without any issue. However, currently going through a high-risk pregnancy with my first child, going without income due to bed rest orders, preparing to move, and being involved horrible car-accident which left me with a mild concussion and no car, have proven to take a toll. The desire has not died in completing my studies; however it has been my toughest semester yet. The article struck my interest and eased some of my stress knowing I am not alone. It is a lonely feeling to not know where to turn for support and it has made me miss face-to-face interaction with instructors and fellow students. I agree that more research needs to be conducted due to the small pool of participants in this study. Barriers may be different due to different cultural and gender expectations around the world. Overall, it was a great start to this study. As stated by Weatherly in her study, it is greatly important for institutions to listen to women’s experiences in order to “implement changes to anticipate populations of learners who require greater levels of flexibility in learning or, even more pressing, to prepare for groups of learners whose circumstances threaten the completion of their education (Weatherly, 2011).”
7
Patricia Martinez
OMDE 608
Section: 9040
March 17, 2013
Position Paper
References
Conrad, D. (2002). Engagement, excitement, anxiety and fear: Learner 's experiences of starting an online course. The American Journal of Distance Education, 16(4), 205-226.
Hipp, H. (1997). Women studying at a distance: What do they need to succeed? Open Learning: The
Journal of Open, Distance, and e-Learning. 12(2), 41-49.
Kumar, A. (1999). Learner Characteristics and Success in Indian Distance Education. Open Learning,
14(3), 52.
Müller, T. (2008). Persistence of women in online degree-completion programs. International Review of
Research in Open and Distance Learning, 9(2), 1-18.
Peter, K., Horn, L., National Center for Education Statistics (ED), W. C., & MPR Associates, B. A. (2005).
Gender differences in participation and completion of undergraduate education and how they have changed over time. Postsecondary Education Descriptive Analysis Reports. NCES 2005-169. US
Department Of Education.
Restauri, S. (2004). Creating an effective online distance education program using targeted support factors. Tech Trends. 48(6), 42-49.
Shale, D. (2010). Beyond boundaries: The evolution of distance education. In M. F. Cleveland-Innes and
D.R. Garrison(Eds), An introduction to distance learning: Understanding teaching and learning in a new era (pp. 91-107). New York & London: Routledge.
Weatherly, G. (2011). Seen But Not Heard. Distance Learning, 8(3), 5-12.