Abstract

Women nontraditional students--defined as those who are over 25, delay college enrollment after high school, attend part-time, have dependent children, are single parents, work full-time while studying, or are financially independent--face unique challenges balancing academic pursuits with family and professional responsibilities in online education, yet research on effective support practices remains limited. This study examined the experiences of six BYU-Pathway Worldwide instructors and instructor leads (four instructors and two instructor leads) who support predominantly women nontraditional students in online courses. Using interpretative phenomenological analysis (IPA) of in-depth interviews and follow-up conversations, the research explored how instructors navigate supporting these students. Four major themes emerged: (a) the complexity of balancing systematic and personalized support approaches, (b) the multifaceted nature of student challenges beyond time management, (c) technology's dual role as both enabler and potential barrier, and (d) the critical importance of cultural awareness in communication and support. The study suggests that effective support for women nontraditional students requires careful integration of systematic and personal approaches, while maintaining cultural awareness and technological accessibility. These insights have significant implications for online education practice, particularly in professional development, system design, and support structure implementation.

Degree

MS

College and Department

David O. McKay School of Education; Instructional Psychology and Technology

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2025-04-15

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd13576

Keywords

women education, online learning, student support, nontraditional students

Language

english

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