Proving that multitasking is more than just a buzzword, working mothers interested in furthering their education are doing so in record numbers and adding a difficult "third shift" to their responsibilities as mothers and employees. Approximately 60 percent of these nontraditional learners are over age 25 and female. Yet, while women are the primary users of the new technology-driven learning, they are underrepresented in college administrative positions, and they are underrepresented in both the design of software and the development of online courses. The many "revolutionary" changes in higher education involving new communication technologies make this a critical time to examine what's happening with gender online.

Studies show that working mothers make up a large percentage of distance education students. Despite this growing phenomenon, there has been almost no research on how women are incorporating this "third shift" into their lives, or how online courses can best serve their needs.

The conclusions presented here are based on a study for the American Association of University Women (AAUW) Educational Foundation, which surveyed more than 500 women and men. The resulting report, The Third Shift: Women Learning Online, found that although the delivery method is new, women's goals for distance learning are much the same as those of students in traditional classrooms. The responses also make clear that while the educational technologies may be innovative, they will not automatically meet the needs of women students.

While researching and writing this report, I was continually impressed by what the women are willing and able to do in order to work on their courses and degrees. Many report starting their work on courses after 9:30 or 10 p.m.--when the dishes are washed and the children are bathed and in bed. These women also report difficulties when their online course schedules and teachers did not seem to take into account that children do get sick and accidents do happen, and that many students who are single parents do not have back-up assistance to help with these situations.

Women online students report that key elements necessary for their success include support from family, stamina and careful scheduling, teachers' flexibility with course deadlines and supportive employers. The "digital divide" they are experiencing relates to tuition costs (online education is often as expensive as campus enrollment, and women are less likely than men to be able to afford course costs); child-care expenses (even women with partners often have primary responsibility to manage these costs, and thus they try to avoid or keep them to a minimum); access to computers (many of the equipment costs in education are now shifted to students, and even if computers are in the home, women may not have equal access to them); and sexist behavior online.

This last point bears elaboration. While some people have argued that electronic talk can overcome socioeconomic, racial and gender barriers to the sharing and production of knowledge, The Third Shift and other studies are finding that traditional status and power markers are very much present in many of the online discussion groups.

For example, in mixed-sex discussion groups, men are contributing more words online than are women, and men's messages receive more responses. The women are more likely than men to thank others, show appreciation, apologize and be concerned about rudeness online. These considerations can put them at semantic disadvantage.

In addition, teachers and administrators may not be paying attention to the preferences women have for ways of learning through Web-based instruction. Many of the women who have taken online courses are enthusiastic about computer-based study because it increases their education options. However, if the content and interaction of the courses are not well designed, online study may, perversely, contribute to the continued difficulties many women have in completing several shifts of work daily.

The Third Shift documents many of the problems that women are experiencing and offers suggestions for countering them. These include:

• Involve more women administrators, teachers and students in the development process for online courses.
• Treat distance-learning students as responsible and intelligent beings, not as passive educational consumers.
• Recognize that one teaching method does not fit all individuals--contrary to those who still argue that "master teachers" can teach large numbers of students in one online class.
• Educate policymakers to the difficulties faced by working mothers who are seeking to continue their formal education through distance learning. Specifically, look at ways to provide financial assistance for online students currently disqualified because of low courseloads.

As educators, we need to realize that technology does not create more hours in a day. Online learning, thus far, has taken a backseat to the traditional bricks-and-mortar education, but as technology advances, and people try to cram even more into their already busy lives, online learning will become an increasingly popular education option. It is imperative that educators, as well as other leaders of our society, recognize this growing social phenomenon and plan accordingly to make the most of this emerging educational technology.