You are here:

Persistence of Women in Online Degree-Completion Programs
ARTICLE

, Simmons College

IRRODL Volume 9, Number 2, ISSN 1492-3831 Publisher: Athabasca University Press

Full Text

Abstract

Although online courses at postsecondary institutions promise adults access, flexibility, and convenience, many barriers to online learning remain. This article presents findings from a qualitative case study, which explored the phenomenon of undergraduate and graduate women learners’ persistence in online degree-completion programs at a college in the Northeast of the United States. Research questions asked why women learners persisted or failed to persist, and how factors supporting or hindering persistence influenced learners. Interviews with a purposeful sample of 20 participants revealed the complexity of variables affecting learners’ persistence to graduation. Findings suggested that multiple responsibilities, insufficient interaction with faculty, technology, and coursework ranked highest as barriers to women’s persistence. Strong motivation to complete degrees, engagement in the learning community, and appreciation for the convenience of an online degree-completion option facilitated persistence.

Citation

Müller, T. (2008). Persistence of Women in Online Degree-Completion Programs. The International Review of Research in Open and Distributed Learning, 9(2),. Athabasca University Press. Retrieved February 24, 2021 from .

Keywords

References

View References & Citations Map
  1. Anderson, T. (2003). Getting the Mix Right Again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning, 4(2). Http://www.irrodl.org/index.php/irrodl/article/view/149/708
  2. Anderson, T. (2004). Toward a theory of online learning. In T. Anderson& F. Elloumi (Eds.), Theory and practice of online learning (pp. 33-60). Athabasca, AB.: Athabasca University.
  3. Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1986). Women's ways of knowing. New York: Basic Books.
  4. Berge, Z.L. (2002). Active, interactive, and reflective elearning. Quarterly Review of Distance Education, 3(2), 181-190.
  5. Bocchi, J., Eastman, J.K., & Swift, C.O. (2004). Retaining the Online Learner: Profile of students in an online MBA program and implications for teaching them. Journal of Education for Business, 79(4), 245-253.
  6. Brookfield, S. (1993). Self-directed learning, political clarity, and the critical practice of adult education. Adult Education Quarterly, 43(4), 227-242.
  7. Burge, E. (1998). Gender in distance education. In C. Gibson (Ed.), Distance learners in higher education (pp. 25-45). Madison, WI.: Atwood.
  8. Burke, C. (2001). Women, guilt, and home computers. CyberPsychology & Behavior, 4(5), 609615.
  9. Carr, S. (2000, February 11). As distance education comes of age, the challenge is keeping the students: Colleges are using online courses to raise enrollment, but retaining it is another matter. The Chronicle of Higher Education, 46(23) A39. Http://chronicle.com/free/v46/i23/23a00101.htm
  10. Creswell, J.W. (2002). Educational Research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ.: Merrill Prentice Hall.
  11. Cross, K.P. (1981). Adults as Learners: Increasing participation and facilitating learning. San Francisco: Jossey-Bass.
  12. Finnegan, C. (2005). Predicting retention in online general education courses. American Journal of Distance Education, 19(1), 23-36.
  13. Freire, P. (1993). Pedagogy of the oppressed (M.B. Ramos, Trans.). New York: Continuum.
  14. Furst-Bowe, J., & Dittmann, W. (2001). Identifying the needs of adult women in distance learning programs. International Journal of Instructional Media, 28(4), 405-413.
  15. Garland, M. (1993). Student perceptions of the situational, institutional, dispositional and epistemological barriers to persistence. Distance Education, 14(2), 181-198.
  16. Hadfield, J. (2003). Recruiting and retaining adult students. New Directions for Student Services, 102, 17-25.
  17. Herbert, M. (2006). Staying the Course: A study in online student satisfaction and retention. Online Journal of Distance Learning Administration, 9(4). Http://www.westga.edu/~distance/ojdla/winter94/herbert94.htm
  18. Huang, H.-M. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27-37.
  19. Kasworm, C. (2003). Adult meaning making in the undergraduate classroom. Adult Education Quarterly, 53(2), 81-98.
  20. Kemp, W. (2002). Persistence of adult learners in distance education. American Journal of Distance Education, 16(2), 65-81.
  21. Knowles, M., Holton, E., & Swanson, R. (2005). The adult learner (6th Ed.). Burlington, MA.: Elsevier.
  22. Kramarae, C. (2001). The Third Shift: Women learning online. Washington, DC.: American Association of University Women Educational Foundation.
  23. Kramarae, C. (2003). Gender equity online, when there is no door to knock on. In M. Moore& W. Anderson (Eds.), Handbook of Distance Education (pp. 261-272). Mahwah, NJ.:
  24. Mezirow, J. (2000). Learning to Think like an Adult: Core concepts of transformation theory. In J. Mezirow & Associates (Eds.), Learning as Transformation: Critical perspectives on a theory in progress (pp. 3-33). San Francisco: Jossey-Bass.
  25. Miles, M.B., & Huberman, A.M. (1994). An Expanded Sourcebook: Qualitative data analysis (2nd ed.). Thousand Oaks, CA.: Sage.
  26. Moore, K., Bartkovich, J., Fetzner, M., & Ison, S. (2003). Success in Cyberspace: Student retention in online courses. Journal of Applied Research in the Community College, 10(2), 107-118.
  27. Morris, L.V., Wu, S.S., & Finnegan, C.L. (2005). Predicting retention in online general education courses. American Journal of Distance Education, 19(1), 23-36.
  28. Neuman, W.L. (2003). Social Research Methods: Qualitative and quantitative approaches (5th Ed.). Boston: Allyn and Bacon.
  29. Packham, G., Jones, P., Miller, C., & Thomas, B. (2004). E-learning and retention: Key factors influencing student withdrawal. Education& Training, 46(6/7), 335-342.
  30. Patton, M.Q. (2002). Qualitative research& Evaluation methods (3rd Ed.). Thousand Oaks, CA.: Sage.
  31. Peter, K., & Horn, L. (2005). Gender differences in participation and completion of undergraduate education and how they have changed over time (NCES 2005-169). National Center for Education Statistics website. Http://nces.ed.gov/pubs2005/2005169.pdf
  32. Richardson, J.C., & Swan, K. (2003). Examining social presence in online courses in relation to students' perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1). Http://www.aln.org/publications/jaln/v7n1/v7n1_richardson.asp
  33. Rovai, A.P., & Baker, J.D. (2005). Gender Differences in Online Learning: Sense of community, perceived learning, and interpersonal interactions. Quarterly Review of Distance Education, 6(1), 31-44.
  34. Salas, E., Kosarzycki, M.P., Burke, C.S., Fiore, S.M., & Stone, D.L. (2002). Emerging Themes in Distance Learning Research and Practice: Some food for thought. International Journal of Management Reviews, 4(2), 135-153.
  35. Simpson, O. (2003). Student retention in online, open and distance learning. London: Kogan Page.
  36. Stake, R. (1995). The art of case study research. Thousand Oaks, CA.: Sage.
  37. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd Ed.). Thousand Oaks, CA.: Sage.
  38. Tinto, V. (1993). Leaving College: Rethinking the causes and cures of student attrition (2nd Ed.). Chicago: University of Chicago Press.
  39. Von Prümmer, C. (2000). Women and Distance Education: Challenges and opportunities. New York: Routledge.
  40. Wojciechowski, A., & Palmer, L.B. (2005). Individual Student Characteristics: Can any be predictors of success in online classes? Online Journal of Distance Learning Administration, 8(2). Http://www.westga.edu/%7Edistance/ojdla/summer82/wojciechowski82.htm
  41. Yin, R. (2003). Case study research: Design and methods (3rd Ed.). Thousand Oaks, CA.: Sage.
  42. Zirkle, C. (2004, October). Access barriers experienced by adults in distance education courses and programs: A review of the research literature. Paper presented at the Midwest Research-to Practice Conference in Adult, Continuing, and Community Education, Indiana University, Indianapolis, IN. Http://idea.iupui.edu/dspace/bitstream/1805/273/1/Zirkle.pdf

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Links