The Rise of Remote Learning & What This Means for Women in Science

In the past year, digital remote learning has become a necessity. At the K-12 levels and in higher education alike, students and teachers were abruptly forced out of classrooms and made to adjust to new scenarios on the fly. Now, although there is hope that some normalcy will soon return to our schools, there is talk of remote learning remaining in place — at least in some ways and in certain scenarios.After roughly a year of this, it is impossible to say whether or not digital remote learning has been “bad” or “good” for students overall. Those conversations depend on all sorts of specific factors and should be approached differently in different situations. Broadly speaking though, it’s fair to say that there were both drawbacks and benefits.Drawbacks to remote learning for the better part of a year were easy to predict and became apparent quite quickly. They include issues like a digital divide between students who can and cannot access online coursework; an inability to conduct certain types of practical or hands-on lessons in person, and, of course, the lack of social activity and group learning options for students.There were benefits too, however. In certain schooling situations, lessons had a broader reach, and some teachers even felt that they were better able to communicate and provide one-on-one attention. As a Professor at the University of Jordan put it in a piece about pandemic-era education, the shift to digital enabled him to reach out to students “more efficiently and effectively” through chat groups, video meetings, and file sharing. These are by no means universal benefits, but it is clear that some teachers felt empowered by remote learning, and some students received more direct attention.More specifically though, there are some reasons to believe the rise of remote learning might actually be helpful in leading more women students into scientific fields. Consider the following….

Remote STEM Learning

While debate will linger for some time as to what the total effects of remote education have been, some of the more conclusive assessments have come in STEM education. And as it so happens, a study on STEM learning by Cornell University indicated that students learned just as much online as in traditional classes — and did so at a fraction of the cost. This is a very encouraging finding with regard to current STEM students, but it also has extremely positive implications for the future. If we know that online STEM education is high quality, but is also far cheaper, it stands to reason that it will ultimately expand access. This, in turn, will only help more women students to pursue STEM subjects and disciplines.

Availability of Higher Education

Building on the idea of expanded access, it is likely that a greater emphasis on digital education will lead to more options for higher education in scientific fields as well. This is something we have already begun to see in certain fields, with nursing — one scientific career path that is pursued disproportionately by women — serving as an early example. While most RN (Registered Nurse) programs remain in-person, nurses seeking more responsibility and career options can now seek higher degrees via internet-based studies. The Maryville University RN-to-BSN (Bachelor of Science in Nursing) degree guide explains that courses in these pursuits can be taken 100% online, and can result in advanced degrees with exciting career options in medical science. This example was emerging before the pandemic, but it now looks to have been a harbinger of things to come. We expect to see greater availability of higher education in the sciences movie forward.

Fewer Pressures or Stigmas

We mentioned above that women disproportionately pursue nursing not to propagate a stereotype but rather to highlight a stigma. Unfortunately, even today, there are certain largely unspoken expectations about women in science. People expect women students to pursue a limited range of disciplines and careers within the broader scientific field, with nursing being one example. Now, there’s certainly nothing wrong with studying for these specific disciplines and careers. But women students today should also feel entirely free to pursue any scientific disciplines and careers they like. And a more digitally focused educational atmosphere could help to even the playing field somewhat. There isn’t significant research or evidence on this topic yet, but one can certainly see how remote learning could lead to fewer unconscious biases and pressures from teachers, institutions, and classmates. Women may just be more readily accepted and taught in a broader range of fields that we’re used to seeing (which will, in turn, lead to a greater comfort level among women pursuing these fields).

Freedom of Pursuit

It is also worth noting that remote education allows for more time for students to sink into their minds and talents. This was explored in a post on ‘4 Important Things COVID-19 Taught Us to Prioritize’ previously, and it’s a crucial point in education moving forward — particularly with older students. Students with time to focus on their own thoughts, their own talents, and even their mental health will often be more enthusiastic and driven in their academic pursuits. And there’s every reason to believe this may apply to women more than men. Women in traditional schooling environments are so often expected to be the responsible and diligent ones — always “on” and never taking a moment off. These are pressures that are still inflicted — even unwittingly — by teachers, administrators, and male students alike. Remote learning should take the pressures away and allow women students to prioritize themselves and their own talents more naturally.These are all still evolving concepts, and it’s possible that in another year we’ll have many new thoughts about remote learning. There will likely be more helpful research as well. As of now though, one positive spin on the situation is the potential for women to discover easier and more accessible paths into the sciences. Author BioRomy Jacobs is a part-time writer, part-time teacher, and former professor of biology. She currently resides in Portland with her fiancé and a mischievous Samoyed named Albert.romyjacobs.writes@gmail.com