Adult female learners’ perceptions of and experiences with distance education at University of Ghana

Abstract

This paper highlights adult female learners’ perception and experiences with blended distance education (DE) program in the University of Ghana. It specifically investigates female students’ experiences with male and female tutors’ tutoring styles, learner support services, the use of educational technology as well as the extent of the gender-inclusive environment created. It throws light on the positive stories regarding the DE program, potential barriers, and panacea from female lens. The study is guided by feminist theory and Larreamendy-Joerns and Leinhardt goals of DE. A qualitative case study and narrative designs were adopted. Data were conveniently collected from 15 female students enrolled on the DE program at the Accra Learning Center. In-depth face-to-face interviews were employed for data collection. Data were analyzed using interpretivist-evaluative narrative approaches. Findings show that gender gaps still exist in using educational technologies for learning; implying that additional technological and tutoring support need to be provided to female students. The paper recommends increasing integration of ICT teaching and learning tools into the curriculum of DE to help in building adult females’ digital skills and confidence to enhance their full participation in DE.

Keywords:

• adult females in distance education
• educational technology
• distance learning, female students’ experiences with educational technologies, online learning and tutoring styles

Acknowledgments

We acknowledge all the authors whose literature materials were used for this study, and the research participants who consented and granted us audience for such study.

Disclosure statement

No potential conflict of interest was reported by the author(s).