Mothers' Formal and Informal Learning

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research that hits home

In this series, I’m exploring the topic of mothers as learners. In the first post, I described some of the characteristics of mothers as learners. In the second, I offered some suggestions for how to make learning experiences most amenable, accessible, and useful to learning mothers. In this post, I’ll discuss what mothers are learning about and why.

You might be thinking…How could someone possibly describe what mothers are learning about? There are millions of mothers in the world. Surely, they’re not all learning the same thing?!?! Well if you’re thinking that, then you must have put your smart pants on today because you are correct!

In their book Women as Learners (2000), Elisabeth Hayes and Daniele D. Flannery describe women’s learning as a “kaleidescope.” Mothers are learning as many different things as there are mothers in the world. But even this is an important statement to consider. Looking at the research on mothers as learners is actually more of a glance. If the research world is to be believed, mothers aren’t really learning. They’re just being mothers, steadfastly devoting themselves to their children, according to notions of intensive motherhood. Of course, this isn’t accurate at all. Mothers are devoting themselves to their children. They are also learning everywhere and all the time: from university courses, workplace continuing education, YouTube videos, library books, and from one another—to name only a few contexts. But within this massive diversity of mothers, learning goals, learning contexts, and learning experiences, there do seem to be a few trends.

Image by Malcolm Lightbody @mlightbody on Unsplash

Informal learning

According to Macià & García (2016), informal learning is “learning from experience that takes place outside formally structured, institutionally sponsored, class-room based activities” (p. 292). Public and private groups and forums (such as Facebook groups) are a popular way that mothers learn informally. Mothers have used such groups to learn about transitioning from doctoral student to novice scholar (CohenMiller, 2018), parenting—including parenting children with special needs (Cesar et al, 2018; Mansour, 2019; Margalit & Raskind, 2009), and probably a whole host of other topics that haven’t been explored in the research.

Smartphones also seem to be a key technology for mothers. More research is clearly needed to explain why this is true, and whether heavy phone use is as prevalent among fathers and other groups. However, studies have shown that mothers use smartphones for language learning (Jurkovic, 2018), informal and professionally-geared learning (Velicu, Barbovschi, & Rotaru, 2022), and health-related learning (Huq et al, 2014; Shorey & Ng, 2019).

Maternal and child health, especially in the immediate post-partum period, is a heavily researched topic and studies have shown that Website-based education (Kadivar et al, 2016) and cell phone-based education can be helpful for new mothers (Huq et al, 2014; Shorey & Ng, 2019). However, mothers in these studies have suggested that such educational opportunities would be more beneficial with greater involvement of experts (such as healthcare providers) and if interventions and social networking opportunities were of longer duration.

Personally, I am learning all kinds of things informally, some of which have to do with my role as a PhD student, some my role as a mother, some related to my professional roles. Below I’ve shared links to a few things I’m currently learning about!

  1. Machine Learning - virtual aid for a course I’m taking this semester: Carolyn Rose

  2. Decluttering and minimalism around the house - The Minimal Mom

  3. Affordable, quick meals - Can you guess who’s chef in the family?: Budget Bytes

  4. Women’s history, raising a daughter, and so much more - A Mighty Girl

  5. pediatric physical therapy exercises - YouTube channel - a great resource for families, pediatric physical therapists, and physical therapy students

Photo by Kelly Sikkema on Unsplash

Formal learning

Formal learning is typically structured, guided by an instructor and a curriculum, results in a diploma, certificate or certification, and occurs within an institution (Nygren et al, 2019). Mothers pursue formal education for economic advantage, career advancement and, at times, to fulfill a long-deferred dream (Stone, 2019). Savage (2021) researched mothers who were university students during the Covid-19 lockdown in Australia. She noted that, “Online study is a preferred mode of study for many with additional commitments, including mothers. This provides mothers with flexibility to study when they have time” (p. 2). (Note: Her summary of the demands on mother-students was so spot on, I quoted it wholesale below!)

Kibelloh and Bao (2013) investigated whether and online MBA program could help mothers attain degrees while balancing the demands of family and work. Their findings suggested that the flexibility provided by the online format was helpful for mothers, but that conflicts still arose between family and schooling (remember those “greedy institutions”?). They advocated “developing better gender supporting policies and innovative e-learning practices to champion online MBA programme for this target niche” (p.249). See more specific recommendations below.

“University enrolments of students who are mothers have grown exponentially in the last decade as women return to study to update their qualifications to improve employment opportunities (O’Shea 2015) or after having children (O’Shea and Stone 2011). In western households, women continue to be the primary carer for children and do the majority of domestic work in the home (AIFS 2021). In addition to this, the mental load to organise family schedules and manage family life also is largely enacted by women within heterosexual relationships (Miller 2017a). Mothers are more likely to shoulder the responsibility of caring for children and managing the home environment, therefore the impact of Covid-19 on mothers who are students is the focus of this study, rather than parents who study. Additionally, when fathers study, their female partners often make significant accommodations to support their male partners’ endeavours, while male partners do not make these changes (Baxter and Britton 2001). Mothers often face challenges to cope with the demands of parenting and studying including stress on family relationships (Moreau and Kerner 2015; Parr 2017; Webber and Dismore 2020), sleep deprivation (Duquaine-Watson 2017) and pressure to be a positive role model for their children (Duquaine-Watson 2017; O’Shea and Stone 2011; Wainwright and Marandet 2010). This aligns with social expectations to be good mothers and good workers if in paid employment (Stone 2007). The double shift of women’s paid and unpaid work is compounded by a third shift encompassing the mental load mothers shoulder when managing family life (Miller 2017a), and for some, the additional load of studying. The expectation that women can manage motherhood, family life and employment with ease is a pervasive notion that neoliberal ideology and our dominant capitalist culture advocates and maintains (Hays 1996; Savage 2019). Not only do mothers have to be seen to be doing it all, they have to be seen to be doing it well (Hays 1996; Savage 2019).”
— Sally Savage, 2021, The experience of mothers as university students and pre-service teachers during Covid-19

recommendations

Pulling together information from these different sources, the following are specific recommendations to improve access to learning experiences and reduce burden for mother-learners:

Informal Settings:

(Cesar et al, 2018; CohenMiller, 2018; Huq et al, 2014; Mansour, 2019; Margalit & Raskind, 2009 Shorey & Ng, 2019)

  • Provide scaffolding for technology skills

  • Consider implementing private groups to enhance privacy and comfort with disclosure and information-sharing

  • Involve experts to share knowledge and vet information

  • Create sustainable communities, for example extending post-partum groups up to one year and maintaining groups for children with special needs

Formal Settings:

(Kibelloh & Bao, 2013; Savage, 2021; STONE, 2019)

  • Continue to develop and maintain high-quality online programs

  • Provide opportunities for online professional networking in a variety of formats

  • Provide education, infrastructure, and support for e-learning technologies

  • Develop university-organized mothers’ groups, with online and in-person meeting options

  • Institute an optional buddy system for mother-students in similar circumstances

  • Offer automatic assignment extensions for anyone caring for others

  • Provide high-quality, flexible, affordable childcare for when parents must be on campus

  • Consider offering all degrees as part-time options, including work experiences and work-integrated learning (physical therapy clinical experiences I’m looking at you!!)

  • Increase financial aid supports for those with dependents

  • Advocate for larger social and workplace changes to provide mothers with the support they need to be successful learners, including creating connections with workplaces, managers, and industries

Epilogue

As a mother-student myself, and one who has worked both full-time and part-time during phases of my PhD studies, I obviously feel a strong personal connection to this topic. So much of what is shared, discovered, and recommended in these articles echoes my own life experience. It is both heartening and disheartening to learn that throughout the world, throughout diverse programs of education and professions, and among diverse families, mothers experience so many of the same challenges. As a former professor, I watched some of my student-parents face these same challenges—some to the extent that their studies had to be abandoned.

Personally, I feel that mothers are learning in so many more ways and about so many more things than are even captured in the articles noted above. More research is needed, I believe, to better understand the contexts, topics, settings, and challenges of mothers’ learning. So to, I think, is there more to know about how technology—clearly so key in so many ways for mothers’ learning—can be used more effectively to enhance learning for all family members and to reduce mothers’ loads. (I explore mothers, learning, and technology more in the next post.)

I think it’s important to note, too, that we are all living in a society. A society that—like my kids’ bedrooms, like the universe itself—is governed by an entropy so massive it feels impossible to understand, let alone control. If mothers are constrained and defined by society’s expectations of them, so are fathers (and kids and grandparents, for that matter). Individuals, families, and institutions can certainly make changes to create greater equity for mothers—in turn, enhancing their opportunities to grow, learn, and develop—but societal changes are needed as well. As a society, as a world, we must decide whether we value women, children, families, education—whether we value care—and then shape policies, economies, and social expectations to match our values.

Coming down from the clouds a bit, I’d also like to add one element to the list of recommendations above: Learning spaces need accommodations for nursing mothers. Private spaces with lockable doors, plugs for breast-pumps and, in a perfect world, a mini fridge. Oh…and nap spaces would be fantastic…because you know that mom of a newborn? I GUARANTEE she’s been up all night.

What are you learning and why? What helps you learn? What hinders you? Leave a comment and share your brilliance!

References

César, F., Costa, P., Oliveira, A., & Fontaine, A. M. (2018). "To suffer in paradise": Feelings mothers share on Portuguese Facebook sites. Frontiers in Psychology, 9, 1797-1797. https://doi.org/10.3389/fpsyg.2018.01797

CohenMiller, A. (2018). Creating a Participatory Arts-Based Online Focus Group: Highlighting the Transition from DocMama to Motherscholar. Qualitative Report, 23(7), 1720–1735. https://doi.org/10.46743/2160-3715/2018.2895

Hayes, E., Flannery, D. D. (2000). Women as learners: The significance of gender in adult learning. San Francisco, CA: Jossey-Bass.

Huq, N. L., Azmi, A. J., Quaiyum, M. A., & Hossain, S. (2014). Toll free mobile communication: Overcoming barriers in maternal and neonatal emergencies in rural Bangladesh. Reproductive Health, 11(1), 1-12. https://doi.org/10.1186/1742-4755-11-52

Jurkovic, V. (2019). Online informal learning of English through smartphones in Slovenia. System (Linköping), 80(Journal Article), 27–37. https://doi.org/10.1016/j.system.2018.10.007

Kadivar, M., Seyedfatemi, N., Mokhlesabadi Farahani, T., Mehran, A., & Pridham, K. F. (2016). Effectiveness of an internet-based education on maternal satisfaction in NICUs. Patient Education and Counseling, 100(5), 943–949. https://doi.org/10.1016/j.pec.2016.11.005

Kibelloh, M., & Bao, Y. (2014). Can Online MBA Programmes Allow Professional Working Mothers to Balance Work, Family, and Career Progression? A Case Study in China. The Asia-Pacific Education Researcher, 23(2), 249–259. https://doi.org/10.1007/s40299-013-0101-1

Macià, M., & García, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, 291-307.

Mansour, A. (2020). Shared information practices on Facebook: The formation and development of a sustainable online community. Journal of Documentation, 76(3), 625–646. https://doi.org/10.1108/JD-10-2018-0160

Margalit, M., & Raskind, M. H. (2009). Mothers of Children with LD and ADHD: Empowerment through Online Communication. Journal of Special Education Technology, 24(1), 39–49. https://doi.org/10.1177/016264340902400104

Nygren, H., Nissinen, K., Hämäläinen, R. and De Wever, B. (2019), Lifelong learning: Formal, non-formal and informal learning in the context of the use of problem-solving skills in technology-rich environments. Br J Educ Technol, 50: 1759-1770. https://doi-org.prox.lib.ncsu.edu/10.1111/bjet.12807

Savage, S. (2021). The experience of mothers as university students and pre-service teachers during Covid-19: Recommendations for ongoing support. Studies in Continuing Education, ahead-of-print(ahead-of-print), 1–15. https://doi.org/10.1080/0158037X.2021.1994938

Shorey, S., & Ng, E. D. (2019). Evaluation of mothers' perceptions of a technology-based supportive educational parenting program (part 2): Qualitative study. Journal of Medical Internet Research, 21(2), 1-41. https://doi.org/10.2196/11065

Stone, C., & O’Shea, S. (2019). My children. Think it’s cool that Mum is a uni student: Women with caring responsibilities studying online. Australasian Journal of Educational Technology, 35(6), 97–110. https://doi.org/10.14742/ajet.5504

Velicu, A., Barbovschi, M., & Rotaru, I. (2022). Socially isolated and digitally excluded. A qualitative exploratory study of the lives of roma teenage mothers during the COVID-19 lockdown. Technology in Society, 68, 1-10. https://doi.org/10.1016/j.techsoc.2022.101861

Me SearchKate Noonanparenting, maternal stress, maternal health, motherhood, journaling, child health, "working mom", "making it work", "maternal stress", maternal development, child development, women's learning, education, higher education, formal learning, informal learning