Sources of Support for Women Taking Professional Programs by Distance Education

Autor/inn/en	Cragg, C. E. (Betty); Andrusyszyn, Mary-Anne; Fraser, Joy
Titel	Sources of Support for Women Taking Professional Programs by Distance Education
Quelle	In: Journal of Distance Education, 20 (2005) 1, S.21-38 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0830-0445
Schlagwörter	Females; Distance Education; Womens Education; Womens Studies; Professional Continuing Education; Social Support Groups; Delivery Systems; Family Role; Stress Management; Interviews; Mail Surveys; Student Attitudes; Stress Variables; Employed Women + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Distance study; Distance learning; Fernunterricht; 'Women''s education'; Frauenbildung; Berufsfeldbezogener Unterricht; Weiterbildung; Social support; Soziale Unterstützung; Auslieferung; Stressmanagement; Stressbewältigung; Interviewing; Interviewtechnik; Erhebungsinstrument; Schülerverhalten; 'Female employment; Women''s employment'; Frauenbeschäftigung
Abstract	Women with multiple roles face many challenges when taking distance education courses in professional programs to achieve credentials or maintain competence. Among these challenges is finding the supports necessary for success as a distance student. As part of a larger study on advantages and stressors identified by such women in distance education professional programs, supports from family, educational institutions (especially teaching staff), and employers emerged as important factors for women successfully adding the role of student to their busy lives. Twenty-five women in nursing, health studies, and accounting programs were interviewed, and 573 women in accounting, health studies, nursing, business ad- ministration, and education programs completed an online survey. Respondents identified challenges they faced and supports they considered important and received. Respondents managed a mean of six roles in addition to being students. Most worked full time and had partners and children. In the educational institution, support from the instructor or tutor was seen as most important. In the family, spousal supports followed by support from children were essential. Other family members, employers, fellow students, and institutional administrators also played a part in students' success. (Contains 3 tables.) (As Provided).
Anmerkungen	Canadian Network for Innovation in Education (CNIE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.jofde.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10