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E-learning in a low-status female profession: the role of motivation, anxiety and social support in the learning divide

The literature seems to suggest that women may be at risk from being excluded from adult education programmes, which use e-learning, especially when they have low economic status. Based on a survey of 551 women, family day care providers, we conclude that there is a persistent divide in PC access and use, as well as in perceived PC skills according to age. Yet, this divide seems to run less along traditional lines, suggesting that personal factors play a more important role. Motivation and anxiety are two related but distinct personal factors that influence computer use and skills in this population. We also found that these factors are mediated by the family context: motivation is higher when (young) children are present in the family. Moreover, children may represent an important form of social support for women not yet using computers. This study concludes that the concerns about the gender gap in computer use may benefit from taking the scaffolding possibilities of the family into consideration and that there may be a case for growing optimism in the use of information and communication technology for adult learning in specific, gender-segregated professions with low status.