Assessing power issues in Canadian and Jamaican women's experiences in learning via distance in higher education

This paper examines a qualitative research study which examines the experiences of ten Jamaican and Canadian women engaged in learning via distance in a graduate adult education program. Using a critical feminist perspective, three power issues emerged as topics for discussion that are important for distance educators in higher education to take into consideration. These are some of the ethical and practical challenges of teaching internationally and cross‐culturally, gender differences in power relationships in the distance learning classroom, and the impact of relationships in the homeplace and how this may affect women's learning experiences.