Your SlideShare is downloading. ×
Gender final presentation
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Gender final presentation


Published on

Published in: Education

  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide


  • 1. What if you could guarantee a higher rate of achievement for your post graduate clientele?
  • 2.  
  • 3. A little history.
    • Three generations of distance education
      • Correspondence Teaching
      • Mail
      • Phone
      • Multi-Media Teaching
      • Print
      • Broadcast Media
      • Cassettes
      • Interactive Communication
      • Computers
      • Internet
  • 4. Who Provides distance education?
    • The priority for distance education occurs most often in …
      • Home Schooled Children
      • Secondary Education
      • Colleges and Universities
      • Business
  • 5. The new Business of education
    • Colleges now have to compete to be profitable.
  • 6.
    • The new demographic for colleges and universities is the Adult Learner.
      • Nontraditional
      • Working
      • Families
  • 7. Having the advantage
    • What gives Universities an edge?
      • Online courses
        • Less money spent on facilities
        • More enrolment from adult learners
        • Learning focused on around growing use of technology
    • Most traditional colleges now offer online courses.
  • 8.  
  • 9. Research in early education has shown a difference in the way students learn based on their gender.
      • Females are said to be more social, calm learners.
      • Males are said to be more competitive, active learners
  • 10. Research in Post Secondary Education
    • Women prefer a learning style that has been called “social learning”
    • Women tend to be motivated by social approval.
  • 11. Research in Post Secondary Education
    • Men like competition during learning.
    • Men tend to be motivated by mastery, striving and achievement
  • 12. An equitable learning environment.
    • Allow students to learn according to their preferences.
    • Online students prefer to learn the same as traditional environments where
      • If you can mold your academic courses to the learning preferences of a student, they can in turn have higher rates of academic success.
  • 13. Barriers
    • Females have more barriers to deal with when continuing their education.
      • Male dominance in discussions
      • Additional responsibility with family/children.
      • Lower confidence in the use of computers.
  • 14. Influences on Educational technology
    • The population of adult learners in distance education is growing, but the barrier of a woman’s confidence in using computers, can be a stumbling block for progress in educational technology.
    • Molding programs and technology to better suite the learner could be an additional advantage in the ever growing competitive market of post secondary education
  • 15. Adult learners typically like to learn in a separate or connected manner.
    • Separate Learners (Males)
      • Associated with separation, certainty, control, and abstraction.
      • Males tend to control the online environment
      • Responses tend to be more brief, certain, not tempered with polite words.
    • Connected Learners (Females)
    • Places emphasis on relationships, empathetic in nature, and cooperation is stressed instead of competition
      • Responses tend to be tempered with polite words, acknowledged the original sender.
      • Cooperation used as a learning tool.
  • 16. Gender habits in online courses
    • Studies have shown
      • Men exhibit higher participation rates
      • The proportion of men to women in groups can influence interaction.
      • Men will generally have a higher rate of discussion post
      • Women receive fewer responses from others in discussions
      • Women do not control topics of discussion unless the majority of participants are women.
  • 17.
    • In a situation of classes designed for females what would be good practice?
    • Collaborative project
    • More open dialog in discussions
    • Additional resources on technology use.
    • In a situation of classes designed for males what would be good practice?
    • Independent projects
    • Discussion
    • More competitive assignments
    How to use gender in our favor.
  • 18.  
  • 19. Can Gender become a new factor in determining success in online education?
  • 20. Georgia World Congress Center March 1 - 5
  • 21. References
    • Adetunji, B., & Adesida, A. (2009). Reconstructing Masculinity and Power in Africa through Open Distance Learning for Sustainable Development: A Critical Analysis of Wole Soyinka's "Climate of Fear". Online Submission , Retrieved from EBSCO host .
    • Ausburn, L. J. (2004). Course Design Elements Most Valued by Adult Learners in Blended Online Education Environments: An American Perspective. Educational Media International , 41(4), 327-337. Retrieved from EBSCO host .
    • Kaifi, B. A., Mujtaba, B. G., & Williams, A. A. (2009). Online College Education for Computer-Savvy Students: A Study of Perceptions and Needs. Journal of College Teaching & Learning , 6(6), 1-16. Retrieved from EBSCO host .
    • Lawlor, C. (2006). Gendered Interactions in Computer-Mediated Computer Conferencing. Journal of Distance Education , 21(2), 26-43. Retrieved from EBSCO host .
    • Levine, A (2003) Higher education: A revolution externally, evolution internally. In Pittinsky, MS (ed.) The Wired Tower: Perspectives on the Impact of the Internet on Higher Education, Prentice Hall, Upper Saddle River, NJ, pp. 13-39.
    • Sen, R., & Samdup, P. (2009). Revisiting Gender in Open and Distance Learning--An Independent Variable or a Mediated Reality?. Open Learning , 24(2), 165-185. Retrieved from EBSCO host .
    • Yaman, M. (2009). Perceptions of Students on the Application of Distance Education in Physical Education Lessons. Online Submission , Retrieved from EBSCO host .