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Permanent link (DOI): https://doi.org/10.7939/R3M61C13B

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Instructional vs. delivery technology: A framework for understanding gender differences in faculty Open Access

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Author or creator
Campbell, Katherine
Varnhagen, Stanley
Additional contributors
Subject/Keyword
Instructional technology
Education
genderEducation
Type of item
Journal Article (Published)
Language
english
Place
Time
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.
Date created
2002
DOI
doi:10.7939/R3M61C13B
License information
Rights
© 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.
Citation for previous publication
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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