Gender in distance education at the FernUniversität

Prümmer, Christine von; Rossié, Ute

doi:10.1080/0268051880030202

Cited by 8 publications

(2 citation statements)

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“…While this may be typical of any adult learner, the situation in the distance learning context is different. As observed in this study, and shown by research elsewhere (for example, Colquhoun, 1996;Evans, 1994;Grace, 1994;Hipp, 1997;Imaroto, 1988;Phillips, 1993;Sims, 1997;Stokken, 1996;von Prü mmer, 1994;von Prü mmer & Rossil, 1988;Woodley et al, 1987), distance learning students normally experience role con ict because they are studying and living at home. They have to set aside time for study.…”

Section: Trying To Cope: Connecting And/or Separating Family Work Ansupporting

confidence: 76%

Supporting Women Distance Learners in Tanzania

Bhalalusesa¹

2001

Open Learning: The Journal of Open, Distance and e-Learning

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This paper examines the kind of support women need to pursue distance learning successfully in a developing country context such as Tanzania. The paper shows that there are factors that make studying more dif cult for women than for men. While the distance teaching institution has an important role to play in promoting learning, both the learner and the immediate social environment have a part to play in the student's success. A holistic approach is therefore necessary if effective support is to be realised. The paper ends with recommendations for improved practice.

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Section: Trying To Cope: Connecting And/or Separating Family Work Ansupporting

confidence: 76%

Supporting Women Distance Learners in Tanzania

Bhalalusesa¹

2001

Open Learning: The Journal of Open, Distance and e-Learning

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“…Distance learning environments are not immune from stereotyped gender role expectations. Gender roles and differences of assertiveness are overtly present within DE environment, ignoring these differences could create educational inequity within online learning environments (von Prummer and Rossie, 2001). Research related to gender differences within online education has been contradictory.…”

Section: Gender and Online Educationmentioning

confidence: 99%

Engineering Education for All

Galeshi

2017

International Journal of Online Pedagogy and Course Design

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For many men and women across the world, distance education has improved access to higher education. Distance education could potentially help bridge the gap that divides the East and the West. A group of highly motivated young men and women from the Middle-East with undergraduate degrees in electrical engineering, computer engineering, and computer science students were given an opportunity to earn a Ph.D. degree from a high ranking American university. These highly motivated men and women then were asked to participate in an online survey that aimed at comparing their perception of online education versus face-to-face education. The result indicated that there was no association between the students' degree of self-efficacy and feeling of inclusion in online versus face-to-face courses. Moreover, the result indicated that there was no association between gender and self-efficacy regardless of the medium of the choice.

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Community nurses' experiencesof distance learning: implications for autonomy and dependence

Carnwell

1998

Nurse Education Today

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Gender in distance education at the FernUniversität

Cited by 8 publications

References 0 publications

Supporting Women Distance Learners in Tanzania

Supporting Women Distance Learners in Tanzania

Engineering Education for All

Community nurses' experiencesof distance learning: implications for autonomy and dependence

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