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

• Author(s) / Creator(s)

  • Campbell, Katherine
  • Varnhagen, Stanley

• 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

• Subjects / Keywords

  • Instructional technology
  • GenderEducation
  • Education

• Type of Item

  Article (Published)

• DOI

  https://doi.org/10.7939/R3M61C13B

• License

  © 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.