In the US, it’s believed that around 20% of undergraduate students and over a third of graduate students are also raising children while completing their studies. Mothers account for over half of both groups.

A recent study from the University of Maine attempts to understand how academically high-achieving working mothers performed when distance learning during the pandemic. The results of the study imply that adept course structuring, capitalizing on existing knowledge, providing gradual support, and promoting social engagement can alleviate diversions and curtail the cognitive burden for collegiate mothers.

Distance learning

The researchers conducted interviews with faculty members and working mothers who were students enrolled in distance courses. Additionally, the researchers employed Zoom to record the study sessions of the participants for a minimum of half an hour per week during the research period. Weekly debriefs were also held between the researchers and students through phone or Zoom to discuss their observations and review the study sessions.

After analyzing the interviews and study sessions, the researchers compiled case studies of the six working mothers who participated in the research. These case studies delineate the challenges, strategies, and supports that the participants experienced during their participation in distance learning courses. For instance, one participant, Rebecca, a full-time working mother of three school-aged children, had no private space at home to conduct her schoolwork and scheduled her study time based on the level of distractions she could manage, often working in her car to concentrate.

The research study occurred during the COVID-19 pandemic, which had both positive and negative effects on the lives of the participants, with some indicating that it was challenging to manage their time and maintain focus on their schoolwork while others reported it as encouraging them to pursue full-time education.

Effective design

The researchers found that the development of effective course designs was essential for distance learning students, especially those who are parents. The authors suggest specific strategies for distance learning faculty and students to decrease cognitive load and distractions that can obstruct the learning process.

They also emphasize the significance of encouraging social presence within online classes, providing relevant and authentic learning activities, and breaking down complex learning concepts into smaller, manageable tasks through scaffolding instruction.

Although the study concentrated on high-performing students, the researchers contend that these strategies can be beneficial for all adult learners in distance education.