Women and Online Degree Programs

Several studies have examined retention rates of online programs but few delve into why students complete their studies or abandon the program. This is especially true when it comes to investigating the differences between the retention rates of male and female online students. Terry Müller (2008) attempts to close this gap by investigating women in online undergraduate and graduate programs at a college in the northeast. These programs are designed for individuals working in public schools in the U.S. Like other online programs (e.g., LEEP), the programs Müller concentrated on begins with a summer residency component. Out of the 308 students in these programs, Müller randomly selected 20 for a more in-depth analysis.

In analyzing the reports of these 20 women, Müller found that the top barriers for women participating in and completing online programs are multiple responsibilities, disappointment in faculty, and face-to-face preference. The factors the author found that provided support to these women include engagement in learning community, schedule convenience, personal growth, and peer support.

Following a series of recommendations that follow the barriers and supports these women face in their online learning experience, Müller concludes that gender roles should be considered when designing online course programs.