Kathleen Matheos
Director, Campus Manitoba

Karen Rempel,
Merry Kern,
Shannon deBruin,
Susan Nurse

Aikenhead describes education as process of cultural assimilation in which students at all levels of the formal systems are engaged in crossing borders "from their own life-world cultures to other cultures." Nowhere is this process more pronounced than with the entry of students into the university community (Aikenhead, 1996).

Rural prairie women face two mitigating sets of circumstances as they try to negotiate a university degree at a distance. One is the distinctiveness of the rural culture – specifically, the unique familial, cultural, geographical and social characteristics and context of rural areas. The other set of circumstances is found in the policies and practices of universities and the ways in which they deliver education at a distance to adult learners. Both sets of circumstances provide learners with significant benefits. Conversely, both sets of circumstances manifest themselves in barriers to learning.

Although the study focuses on the experiences of three women, the findings were supported by data from similar studies and from discussions with other students.

This presentation aims to:

reflect the personal learning experiences of rural prairie women learners; and,

attempt to reconcile these unique learning experiences with the policies and practices of universities by providing recommendations including government policies, local support, selection of technology, and credit transfer.

Ultimately, the goal is to provide valuable information to decision-makers responsible for the delivery of distance education.

Three rural prairie women, Shannon, Susan, and Karen, all entered post-secondary study for different reasons and coming from different perspectives. Shannon, a married mother of two children, who has lived throughout rural Saskatchewan and Manitoba, began her study at Athabasca University before joining a cohort program in social work, a degree that she is currently completing through Campus Manitoba. Susan, an Aboriginal single mother of two children in rural Manitoba is currently completing a social work degree at a distance. Karen, a single rural Saskatchewan mother completed both an undergraduate and graduate degree in Education at a distance. All three learners experienced a range of forms of education at a distance, utilizing a variety of providers in order to complete their studies.

Learners in a Rural Context

Urban and rural adult learners have similar educational needs, expectations and motivations. They are also similar in that women tend to participate in rural education more than men (Barker, 1985; Dunleavy, 1988; McDaniel, 1986). Urban and rural learners have similar situational, dispositional, informational, and institutional barriers (Cross, 1981; Darkenwald & Merriam, 1982).

In contrast rural learners have additional barriers including distance, lack of access to instructors, administrative support, library access and availability to classes. Rural adult learners tend to have completed fewer years of formal education and are likely to feel more uncomfortable with their learning. (Barker, 1985; Dunleavy, 1988; McDaniel, 1986; Thompson& Devlin, 1992; Tilburg & Moore, 1985).

As well, there are dominant demographic, economic and social conditions that differentiate and mark "rural" from "urban " (Barker, 1985; Nachtigal, 1982; Tilburg & Moore, 1985; Stabler & Olfert, 1992). In contrast to urban areas, rural areas are characterized by:

an agricultural or similar natural resource-based tradition, sparse population, isolation and particular ways of social functioning resulting from the over-arching interaction of family, community and career.

higher rates of unemployment and poverty

fewer cultural attractions and public services are minimal

homogeneous ethnic background, wealth, and traditions

 

Experiences of rural women learners

The learning experiences of the three women followed these major themes:

The motivation for learning followed a critical incident in their lives.

Geography predisposes any education program that an adult needs or wants as well as when and where learning takes place.

Culture has a significant impact on learning experiences.

There was strong sense of a rural work ethic and determination on the part of learners once established on a learning path. Conversely, hard work in intellectual pursuits was often not recognized or valued within their community.

Social, emotional, cultural and physical isolation is profound, and particularly significant for rural women learners as distance learning exacerbates the pre-existing problem of isolation for many women.

Pursuing an academic path is terrifying.

In addition to situational and dispositional barriers, rural learners face a number of institutional barriers including lack of information, limited access to learning centers, counselling and administrative support.

The confidence of the students grew exponentially as they took more classes. Initially intimidated, the women took on a more consumer-oriented attitude to their learning.

 

Recommendations

The goal of this presentation is to attempt to reconcile the unique learning experiences with the policies and practices of universities by providing recommendations including government policies, local support, selection of technology, and credit transfer. It should be recognized however, that there is a significant difference in the assumptions behind the meaning of distance education and education from a distance.

Access, distance and isolation are major barriers to rural adult education. Universities have attempted to address these barriers through distance education. Regrettably, for many, the term distance education has come to mean a system of educational projects developed to provide an educational course at a distance. This includes off-campus, print material, computer-assisted instruction, internet courses and video technology. The reality of these rural women learners is however, that the pursuit of a university education involves not only these delivery modes but also the travel to educational centers. In other words, education from a distance includes all the ways the rural learners use to pursue an education from a distance.

The following recommendations are made in the context of assisting learners pursue an education at a distance. Within the recommendations an over-arching theme emerges: the critical need for collaboration and articulation among institutions. Institutions must develop and implement policies and practices that assist students in obtaining a post-secondary education recognizing the need for portability and flexibility.

Changes to government policy

As the gatekeepers of public funds, federal and provincial governments have the abilities to set policy directions for universities including collaboration among institutions. Courses and degree programs from all providers should be organized in a user-friendly format to assist rural adult learners in determining their options. Encouraging credit transfer between institutions should be a priority.

Practices and policies of universities

University policies, practices and procedures should become more sensitive to their clientele (aka students). Course content or program requirements should be revised to reflect the relevant learning experiences and context of adult learners. A consumer-oriented attitude to adult students should characterize administrative practices as well as quality of instruction and course content.

Technology

The use of technology is critical in the delivery of education at a distance. However, in the development and delivery of technology-mediated education it is necessary to ensure that training and support in the use of the technology, as well as access to these applications are available in rural communities. Learning centres, with a mandate to serve and support all learners in the use of technology would provide a viable and cost-effective resource in communities.

Local support

The research points to the need for a variety of local learner support services; including personal and academic counseling, learning skills, and technology support. Many of these services are provided in rural learning centres for students enrolled in their programs. Again a collaborative approach within learning centres, i.e. supporting all post-secondary learners in their geographic area would be critical.

Credit Transfer

Rural students have identified credit transfer as the most problematic component in the completion of education at a distance. Students need to be able to pick and chose offerings from a variety of providers in order to complete an academic program. Those institutions that accommodate flexible residency and transfer credit policies will become the providers of choice for rural learners.

References

Aikenhead, G. (1996) Cultural assimilation in science classrooms: Border crossing and other solutions. Studies in Science Education, (Vol.26)

Barker, B. (1985). Understanding rural adult learners: Characteristics and challenges. Lifelong Learning, (Vol. 9, No.2) 4-7.

Cross, K.P. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco: Jossey-Bass.

Darkenwald, G. & Merriam, S. (1982). Adult education: Foundations of practice. New York: Harper & Row.

Dunleavy, B. (1988). A learning support system: Effective aid for the rural adult learner. North Battleford: Northwest Regional College.

McDaniel, R. (1986). (Ed.) Barriers to rural adult education: A survey of seven northwest states. Pullman, WA: Washington State University.

Merraim, S. & Caffarella, R. (1991). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.

Nachtigal, P. (1982). Rural education: In search of a better way. Boulder: Westview.

Stabler, J. & Olfert, M. R. (1992) Restructuring rural Saskatchewan: The challenge of the 1990s. Regina: Canadian Plans Research Centre, University of Regina.

Thompson, G. & Devlin, L. (1992). Access by part-time students: A question of openness in Canadian universities. The Canadian Journal of Higher Education, Vol. 22, No.3., 57-75.

Tilburg, E. & Moore, A. (1985). Education for rural adults. In S. Merriam & P. Cunningham (Eds.), Handbook of adult and continuing education (pp 537-549). San Francisco: Jossey-Bass.

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