| Título: | When Faculty Use Instructional Technologies: Using Clark's Delivery Model to Understand Gender Differences |
| Autores: |
Campbell, Katy Varnhagen, Stanley |
| Fecha: | 2002-04-30 |
| Publicador: | Canadian Journal of Higher Education |
| Fuente: |
 |
| Tipo: | research-article |
| Tema: | No aplica |
| Descripción: | 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. |
| Idioma: | No aplica |
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