Mothers' Experiences of Engaging in Blended Online Learning in Higher Education

Autor/inn/en	Cuming, Tana; Verdon, Sarah; Hoffman, Laura; Hopf, Suzanne C.; Brown, Lisa
Titel	Mothers' Experiences of Engaging in Blended Online Learning in Higher Education
Quelle	In: International Journal of Lifelong Education, 42 (2023) 2, S.177-194 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Verdon, Sarah) ORCID (Hopf, Suzanne C.) ORCID (Brown, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2023.2173815
Schlagwörter	Blended Learning; Online Courses; Higher Education; Mothers; College Students; Barriers; Womens Education; Student Motivation; Feminism; Self Actualization; Family Work Relationship; Foreign Countries; Adjustment (to Environment); Costs; Student Employment; Occupational Aspiration; Social Attitudes; Australia + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mother; Mutter; Collegestudent; 'Women''s education'; Frauenbildung; Schulische Motivation; Feminismus; Self actualisation; Selbstverwirklichung; Ausland; Cost; Kosten; Studentenarbeit; Berufsneigung; Berufsziel; Social attidude; Soziale Einstellung; Australien
Abstract	In order to realise career and personal goals, as well as financial autonomy and security, many women are pursuing higher education alongside the role of motherhood. Student-mothers face many challenges when engaging in higher education, and many fail to complete their studies. This phenomenological study applies a feminist lens to the choices, motivations and barriers experienced by student-mothers. Data from two focus groups were analysed inductively through a feminist lens to identify emerging themes. The three main themes emerging from the data were: (1) student-mothers' considerations for engaging in blended online learning; (2) the challenges for student-mothers studying through blended online learning; and (3) self-actualisation through blended online higher education. This research makes an important contribution to the literature by illuminating the study-work-life conflict experienced by student-mothers engaging in blended online learning. The findings of this research have implications for both higher education providers and policy makers. The findings highlight the barriers and facilitators facing mothers' return to study via blended online learning and provide key insights for addressing these. Future research would benefit from exploring these issues with a larger and more diverse sample considering the perspectives of mothers from different language, socioeconomic and cultural backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01