Introduction

The primary objective of this book titled ‘The encyclopedia of female pioneers in online learning’ is to record and disseminate the voices and contributions of women who pioneered online learning. The pioneers themselves contributed the majority of the content. Because of this, this book serves as a timeless, living record of these women’s experiences, stories, and accomplishments at a time when the majority of the world switched from traditional, print-based correspondence to a bewildering array of immersive-learning experiences that are enhanced by technology. The goal of these direct contributions, combined with a qualitative research study on the pioneers’ interview data, is to further inform readers about the struggles and successes of these female pioneers and their experiences, perceptions, and driving forces. For policymakers, administrators, educators, historians, researchers, writers, and students interested in topics related to distance education (DE), online learning, and educational technology. However, the concluding chapter –Final Thoughts– summarizes the key implications that the content of this book may hold. This groundbreaking book profiles 30 famous female academics, including some of the first to develop an online course, design learning management systems, and do ground-breaking research on e-learning. The book’s potential candidates were found via a two-step recruitment process (described in greater detail in the Research Methodology section of Chapter 32). In a nutshell, the authors’ initial step was generating a list of probable candidates. This list was contrasted with a collection of definitions and guiding terms that the authors had decided to make up the profile of a pioneer. The founding date was a second criterion chosen by the author. That is, a potential contender had to have started their founding operations sometime between 1970 and 2000 to be taken into consideration for the book. If a woman started her pioneering work after 2000, it had to be because online education had only recently been available in her nation or the work was original in some other way (e.g., initiating the use of new technologies and pedagogies).

Content and Structure

There are two sections to this book. The first chapter, Initial Thoughts, is followed in Part One by a chapter on each pioneering woman in online learning. The chapters are arranged alphabetically by the pioneers’ last names. A photo and a brief history of each pioneer are shown at the start of each chapter. The biography gives a quick overview of the pioneer’s training, professional background, significant accomplishments, current position, and research interests. The pioneer’s interview data are next briefly qualitatively thematically analyzed about the typical interview profile created from the study data. A comparative chart of these results is included in the discussion of this analysis. An embedded YouTube link and a QR code are located after the thematic analysis that provides access to the recorded interview. This recording is followed by a transcription of the interview, which has been edited and verified by the pioneer. The chapter concludes with a chronologically ordered presentation of the published works that the pioneer has chosen to share with readers. The discussion of this investigation includes a comparative chart of these results. An integrated YouTube link and a QR code that give access to the recorded interview can be found after the thematic analysis. The published works that the pioneer has decided to share with readers are presented in the chapter’s conclusion in chronological sequence.

The presentation of the qualitative research study that was done on the pioneers’ collective interviews opens the second section of the book. This section’s first chapter discusses the research methods used before presenting the results of the data analysis process. When necessary, external references are incorporated into the discussion of the findings and conclusions to add further context and help put the research findings in the perspective of existing literature. Reviewing the research study’s limitations brings the chapter to a close. The last chapter in this book, Final Thoughts, summarizes the key findings derived from the compilation of this book and the related research project. The concluding chapter of this book provides a summary of the main conclusions reached throughout the writing of this book and the associated research study. The chapter’s conclusion begins by highlighting the book’s major takeaways for decision-makers, managers, teachers, academics, writers, students, and other stakeholders interested in distance education (DE) and online learning. This chapter’s conclusion outlines potential directions for further study.