Learning Design and Support in Gender Issues in Distance Education

uses feminist principles and theory to explore the practice of contemporary distance education. The course is written from a feminist perspective (i.e. it is women-centered). It explores and critiques feminist literature, which in turn is used to explore and critique distance education
Assignment details:
Develop a case study on the significant issues about your topic that emerge from the Readings.
Be critical of the readings. You may find that some articles are of limited usefulness, perhaps because of the perspective the authors adopt or some other factor.
Notes for the writer:
• We have already developed the case study, please read through thoroughly, should be self-explanatory
• Based off the readings you need to do the highlighted sections Most importantly the analysis and implications
• Put case study in correct formatting and layout

Case Study Format:

1. Introduction/ Executive summary. (done)
2. Analysis of the issues, causes, factors
3. Relevant theories that help explain the case
4. Causes OR Implications of the problems/ issues
5. conclusion C
6. Reference List
7. Appendices (for a report)

Introduction has already been complete, highlighted sections need to be complete.

List of readings to use for analysis: Learning Design and Support Systems-
Campbell, K., & Varnhagen, S. (2002). When faculty use instructional technologies: Using Clark’s delivery model to understand gender differences. The Canadian Journal of Higher Education, 32(1), 31-56.

Conrad, D. (2002). Deep in the hearts of learners: Insights into the nature of online community. Journal of Distance Education, 17(1), 1-19.

Johnson, Y. M. (2004). Learner-centered paradigms for on-line education: Implications for instructional design models. Midwest Research-to-Practice Conference. Indianapolis, IN: IUPUI Digital Library.

Kretovics, M. (2003). The role of student affairs in distance education: Cyber-services or virtual communities. Online Journal of Distance Learning Administration, 6(3).
Lephalala, M. M. K., & Makoe, M. (2012). The impact of socio-cultural issues for African students in the South African distance education context. The Journal of Distance Education, 26(1).
Owens, J., Hardcastle, L., & Richardson, B. (2009). Learning From a Distance: The Experience of Remote Students. Journal of Distance Education 23(3), 53-74.

Thompson, J., & Hills, J. (2005). Online learning support services for distance education student: Responding to and maintaining the momentum. Australasian Society for Computers in Learning in Tertiary Education (pp. 661-665). Brisbane, Australia.
Yukselturk, E., & Bulut, S. (2009). Gender Differences in Self-Regulated Online Learning Environment. Educational Technology & Society, 12(3), 12–22.

Introduction Can be used as is, I have written this

Distance Education has changed the educational landscape during the last decades providing ample opportunities for personal and professional development and lifelong learning, especially for adults that time and spatial constraints had long discouraged such a pursuit. From the gender perspective, women, having to assume multiple roles, enjoy the benefits distance education can offer. Nevertheless, there are still barriers to consider, as literature suggests (…), which mainly refer to role conflict, time and expenses, relationships, learning design and support systems. In 2012, UNESCO, in support of Education for All (EFA) movement and Millennium Development Goals (MDGs), identified higher education system as unfair to women in South and West Asia and in Sub-Saharan Africa. Almost everywhere in Africa and especially Ghana, women’s access to higher education was considerably lower than that of men (UNESCO, 2012). However, as Kusi, Antwi, and Bampo’s (2018) study suggests, this trend appears to be changing in Ghana and at the University of Education, Winneba, where between 2014/2015 and 2016/2017 academic year, the number of female applicants for programs and those admitted outweighed their male applicants. Accordingly, Vaskovics and Smith (2015) found that women in Canada not only make up the majority of university graduates but they also make up the majority of distance education users.
In order to record current trends and obstacles in the Greek educational context, a survey has been conducted with a focus on learning design and support systems. The survey involved the interviews of administrators and instructors of a blended learning educational program delivered via the e-class platform of the National and Kapodistrian University of Athens, named “Training Adult Educators”. The administration provided valuable statistics as well as information on the support systems. The instructors were interviewed based on the poststructural female pedagogy (Tisdell, 20), taking into consideration aspects such as the positionality of the instructor, voice, and attitude to the construction of knowledge, and Johnson’s (2004) contention on the importance of a learner-centered constructivist design strategy in conjunction with feminist approach. The survey suggests that the administration and instructional design has identified barriers for online female learners and tries to support them whenever need be. It also suggests that there is room for improvement as to achieve equal learning opportunities for learner confidence and success.
References

Johnson, Y. M. (2004). Learner-centered paradigms for on-line education: Implications for instructional design models. Midwest Research-to-Practice Conference. Indianapolis, IN: IUPUI Digital Library.
Kusi, H., Antwin, P.B., & Bampo, J.S. (2018). Challenges Facing Female Teacher-Learners on Distance Education Programmes at Winneba Study Centre, University of Education, Winneba (Ghana) and Existing Support Services. International Journal of Education, Learning and Development. 6(7), 16-27

Tisdell, E. J. (1998). Poststructural feminist pedagogies: The possibilities and limitations of feminist emancipatory adult learning theory and practice. Adult Education Quarterly, 48(3),139-156.
UNESCO (2012). Strategic Framework for Sub-Saharan Africa in the area of teacher and secondary education through open and distance learning. Paris: UNESCO.

Questions/Responses for survey: Bolded are responses

What is your role in the program- Two administrators and two instructors (so far)

Years of experience: 2 answers:6-10 years, 1 answer: 1-5, 1 answer: more than 15.

1. The numbers of male and female participants, who do better, who complete their studies, any particular observations with regards to their age, occupations, or any other demographics that might be of interest for our study.
2. In which ways has the course been designed to support different learners?
3. How--and if--the diversity of experiences (from the gender perspective) contributes to the flourishing of a Community of Inquiry? Are there collaborative assignments designed as to allow for such an experience?

3 answered that the design of the course allows for a learning community to flourish so that learners can voice their experiences and diversity, whereas 1 answered negatively.

1. Were structural, economic and political barriers that circumscribe women choices taken into account when designing the course?
   They all answered positively.
2. What are some barriers that female online learners may face in relation to male? Is there any specific provision/support in such cases

Response 1:
One of the barriers that female learners face is their lack of computer/digital literacy skills. They seem to be less acquainted with learning platforms and programs in distance education. There is counselling and technical support as to surpass the obstacles and make them in the use of technology and tools of distance education programs.

Response 2:
Women learners have to play multiple roles in their everyday life, professional and social. They are workers and mothers. As a consequence, they have to face many more barriers than men , i.e. a sick child keeps them occupied much more than a man.

Response 3:
It has been observed that men find it much easier to get used to online learning environments.

Response 4:
The most frequent barrier is that of getting acquainted with the use of computer-mediated learning. Women seem to need much more time to get used to it.

1. Were the learning styles of different genders considered when designing the course? I.e. expression of voice, creating their own meaning or taking risks in critical analysis with an opinion vs. participation/naturalness, how are racial and cultural characteristics affecting voice
   Response 1
   The learning design that promotes cooperative and experiential learning fosters the development of a community based on freedom of speech and communication of ideas that generally relies on humanistic learning theories regardless of gender. The center of the learning design is the learner’s needs.

Response 2
The learning design is based on humanistic learning theories that prioritize the learner’s needs.

Response 3
Adult learning is based on experiential learning. Therefore, both genders can share thoughts and experiences based on their gender, racial, and cultural characteristics.

Response 4
The learning design of the program is based on the diversity and gender issues can be shared based on each learner’s experiences.

1. Have they noticed a difference in forum/computer conferencing contributions with regards to gender? Are women more or less sociable in online learning communities?

All responses stress that women are very active participants in online learning communities and especially forum conferences, Actually, it has been noticed that they stand out more than men in their participation and diligence.

1. Has there been noticed any difficulty in having access to the home computer due to its being used by other members of the family during the day?

50% no-- 50% they do not know.

1. If the instructors/administrators are female, have they faced any stereotypes on behalf of male learners challenging their authority and expertise? With regards to their knowledge on technologies?

Response 1
Not any longer. Though strange it might seem, women are the ones that doubt and challenge other women’s authority and expertise. Probably because of stereotypically having got used to male instructors.

Response 2
Mainly from other women.

Response3
Yes, it has occurred.

Response 4
Yes

1. Were the readings for the course chosen/created to include different people’s work with a wide perspective on difference issues?
   100% YES
2. Please, share any observations you might consider critical to our investigation with regards to gender issues in learning design and support systems.
   Response 1
   An observation I would much like to share is that the materials could include more women-oriented options. I mean that they should not be restricted to men activities and options.
   Response 2
   There should be provision and support for women-mothers as to have better access to educational services. For instance, it would be useful if there were childcare support services.

Another form of support is that on behalf of the educational institution and the learning design. Johnson (2004) stresses the importance of a learner-centered constructivist design strategy in conjunction with feminist approach. She references Maher and Tetrault (1994) that contend that “feminist pedagogy encourages students, particularly women, working-class students, and members of underrepresented ethnic groups, to gain an education that would be relevant to their concerns, to create their own meanings, and to find their own voices in relation to the material”(p. 10-11)

The description of the program **from website- needs to be rewritten in own words
The National and Kapodistrian University of Athens, in order to promote lifelong learning, designs and delivers the e-learning program named “Training adult educators”. This is a blended learning educational program delivered via the e-class platform of the university, with a duration of 160 hours, providing asynchronous online teaching for 138 hours, synchronous online teaching for 6 hours, and 16 hours of face to face teaching. This is a program whose main goal is to prepare candidates to sit for the exam set by the “National Organization for Certification of Skills & Career Guidance” with the aim of becoming certified adult educators.
It consists of eleven different modules that primarily deal with the learning theories and their applications in adult teaching, the methodology of skill Gap Analysis, the design and evaluation of adult teaching courses, and the different teaching techniques and their implementation. There is a separate module for gender issues and multiculturalism in education.

Sample Solution