Empowerment Online: Feminist Adult Learning Strategies

Regina Juchun Chu

Center for Teacher Education, National Tsing Hua University, Hsinchu.

DOI: 10.4236/ce.2014.53022                

Abstract

The purpose of this is to investigate how adult female learners constitute their perceptions of self and learning behavior in an internet learning environment—weblog. Based on previous qualitative research method and literature review, this study intended to develop and validate a feminist adult learning strategy scale (FALSS) to understand the women’s learning strategy by applying weblogs. 417 valid data from the participants in two studies (exploratory and confirmatory factor analysis) were analyzed for the purpose. The results of these studies supported a 15-item, 4-factor FALSS: Empowerment Attempt, Sharing Expe- riences, Participatory Learning, and Critical Thinking and Open-Mindedness.

Keywords

Online Learning; Adult Learning; Feminist Education

Table 1.

Received December 31^st, 2013; revised January 31^st, 2014; accepted February 7^th, 2014

Table 2.

Table 3.

Conflicts of Interest

The authors declare no conflicts of interest.

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