Instructional vs. delivery technology: A framework for understanding gender differences in faculty
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Campbell, K., & Varnhagen, S. (2002). Instructional vs. delivery technology: A framework for understanding gender differences in faculty. Canadian Journal of Higher Education. 1, 31-56.
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http://ojs.library.ubc.ca/index.php/cjhe/article/view/183402/183356
Abstract
Description
Instructional and learning technologies are playing an increasingly important role in postsecondary education, but there is evidence that a number of differences exist in how females and males approach, per- ceive, and implement these technologies. As faculty start to offer more of their courses using flexible delivery methods such as Web-based con- ferencing, it is important to understand what gender differences may exist in faculty members' approaches to instructional and communica- tions technologies so that this process may be better facilitated. This paper has three purposes: to highlight some of the major gender-related differences noted in the literature, including some from a feminist per- spective; to present and discuss related findings found in an exploratory, post-hoc analysis of survey data collected from our institution; and finally, to suggest areas for future research. Richard Clark's (1994) model distinguishing between Instructional and Delivery Technologies provides a framework for this discussion.
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http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/version/c_970fb48d4fbd8a85
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© 2002 Stanley Varnhagen and Katherine Campbell. This version of this article is open access and can be downloaded and shared. The original author(s) and source must be cited.
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en