Assessing Power Issues in Canadian and Jamaican Women's Experiences in Learning via Distance in Higher Education
ARTICLE
Patricia A. Gouthro
Teaching in Higher Education Volume 9, Number 4, ISSN 1356-2517
Abstract
This paper examines a qualitative research study which examines the experiences of ten Jamaican and Canadian women engaged in learning via distance in a graduate adult education program. Using a critical feminist perspective, three power issues emerged as topics for discussion that are important for distance educators in higher education to take into consideration. These are some of the ethical and practical challenges of teaching internationally and cross-culturally, gender differences in power relationships in the distance learning classroom, and the impact of relationships in the homeplace and how this may affect women's learning experiences.
Citation
Gouthro, P.A. (2004). Assessing Power Issues in Canadian and Jamaican Women's Experiences in Learning via Distance in Higher Education. Teaching in Higher Education, 9(4), 449-461. Retrieved August 8, 2024 from https://www.learntechlib.org/p/98296/.
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Cited By
View References & Citations Map-
Questions of Culture in Distance Learning: A Research Review
Sedef Uzuner, SUNY Albany
The International Review of Research in Open and Distributed Learning Vol. 10, No. 3 (May 27, 2009)
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Instructional Design and the Digital Divide: Some Ethical Considerations
Stephen Victor, Capella University, United States
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 4072–4076
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