The Online Learning Environment: Creating a space for women learners?

This paper examines how online distance education acts to democratize access to, and suit the ontologies of, Mauritian women who seek to empower themselves for development. Data from semi-structured interviews of 30 middle class couples are presented in this paper. Interviews and analyses are premis...

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Autor principal:	Shushita Gokool-Ramdoo
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2006
Materias:	Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/1190fd8a4f154648aa66ad8d3a370937
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spelling	oai:doaj.org-article:1190fd8a4f154648aa66ad8d3a3709372021-12-02T18:03:18ZThe Online Learning Environment: Creating a space for women learners?10.19173/irrodl.v6i3.2641492-3831https://doaj.org/article/1190fd8a4f154648aa66ad8d3a3709372006-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/264https://doaj.org/toc/1492-3831This paper examines how online distance education acts to democratize access to, and suit the ontologies of, Mauritian women who seek to empower themselves for development. Data from semi-structured interviews of 30 middle class couples are presented in this paper. Interviews and analyses are premised on a feminist perspective and conducted within the social relations analysis framework. The objective of this research was to understand what types of supportive environments (social spaces) enable Mauritian women to engage in educational endeavours that promote their personal potentials and creativities which, in turn, advance democracy for all citizens of Mauritius. Husbands were also interviewed to provide ground for analysis and to decrease bias, which can be generated by women-only data. (1) Marriage/ family and (2) occupation, represent the ‘social spaces’ selected for this study. Discretion, degree of learner control, and the outreach capacity inherent in distance learning makes the online modality a natural choice to democratize women’s access to education. Based on interviewees’ experiences and perceptions, this study concludes that online learning can enhance and democratize women’s access to education for personal development – but only if the power relationships in the two ‘social spaces’ are well understood and well negotiated by these women. The findings in this paper shed light on the importance of understanding ‘learner spaces’ when establishing and setting-up open learning organisations. Shushita Gokool-RamdooAthabasca University PressarticleSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 6, Iss 3 (2006)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691
spellingShingle	Special aspects of education LC8-6691 Shushita Gokool-Ramdoo The Online Learning Environment: Creating a space for women learners?
description	This paper examines how online distance education acts to democratize access to, and suit the ontologies of, Mauritian women who seek to empower themselves for development. Data from semi-structured interviews of 30 middle class couples are presented in this paper. Interviews and analyses are premised on a feminist perspective and conducted within the social relations analysis framework. The objective of this research was to understand what types of supportive environments (social spaces) enable Mauritian women to engage in educational endeavours that promote their personal potentials and creativities which, in turn, advance democracy for all citizens of Mauritius. Husbands were also interviewed to provide ground for analysis and to decrease bias, which can be generated by women-only data. (1) Marriage/ family and (2) occupation, represent the ‘social spaces’ selected for this study. Discretion, degree of learner control, and the outreach capacity inherent in distance learning makes the online modality a natural choice to democratize women’s access to education. Based on interviewees’ experiences and perceptions, this study concludes that online learning can enhance and democratize women’s access to education for personal development – but only if the power relationships in the two ‘social spaces’ are well understood and well negotiated by these women. The findings in this paper shed light on the importance of understanding ‘learner spaces’ when establishing and setting-up open learning organisations.
format	article
author	Shushita Gokool-Ramdoo
author_facet	Shushita Gokool-Ramdoo
author_sort	Shushita Gokool-Ramdoo
title	The Online Learning Environment: Creating a space for women learners?
title_short	The Online Learning Environment: Creating a space for women learners?
title_full	The Online Learning Environment: Creating a space for women learners?
title_fullStr	The Online Learning Environment: Creating a space for women learners?
title_full_unstemmed	The Online Learning Environment: Creating a space for women learners?
title_sort	online learning environment: creating a space for women learners?
publisher	Athabasca University Press
publishDate	2006
url	https://doaj.org/article/1190fd8a4f154648aa66ad8d3a370937
work_keys_str_mv	AT shushitagokoolramdoo theonlinelearningenvironmentcreatingaspaceforwomenlearners AT shushitagokoolramdoo onlinelearningenvironmentcreatingaspaceforwomenlearners
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The Online Learning Environment: Creating a space for women learners?

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