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

No notes for slide

Gender final presentation

  1. 1. What if you could guarantee a higher rate of achievement for your post graduate clientele?
  2. 3. A little history. <ul><li>Three generations of distance education </li></ul><ul><ul><li>Correspondence Teaching </li></ul></ul><ul><ul><li>Mail </li></ul></ul><ul><ul><li>Phone </li></ul></ul><ul><ul><li>Multi-Media Teaching </li></ul></ul><ul><ul><li>Print </li></ul></ul><ul><ul><li>Broadcast Media </li></ul></ul><ul><ul><li>Cassettes </li></ul></ul><ul><ul><li>Interactive Communication </li></ul></ul><ul><ul><li>Computers </li></ul></ul><ul><ul><li>Internet </li></ul></ul>
  3. 4. Who Provides distance education? <ul><li>The priority for distance education occurs most often in … </li></ul><ul><ul><li>Home Schooled Children </li></ul></ul><ul><ul><li>Secondary Education </li></ul></ul><ul><ul><li>Colleges and Universities </li></ul></ul><ul><ul><li>Business </li></ul></ul>
  4. 5. The new Business of education <ul><li>Colleges now have to compete to be profitable. </li></ul>
  5. 6. <ul><li>The new demographic for colleges and universities is the Adult Learner. </li></ul><ul><ul><li>Nontraditional </li></ul></ul><ul><ul><li>Working </li></ul></ul><ul><ul><li>Families </li></ul></ul>
  6. 7. Having the advantage <ul><li>What gives Universities an edge? </li></ul><ul><ul><li>Online courses </li></ul></ul><ul><ul><ul><li>Less money spent on facilities </li></ul></ul></ul><ul><ul><ul><li>More enrolment from adult learners </li></ul></ul></ul><ul><ul><ul><li>Learning focused on around growing use of technology </li></ul></ul></ul><ul><li>Most traditional colleges now offer online courses. </li></ul>
  7. 9. Research in early education has shown a difference in the way students learn based on their gender. <ul><ul><li>Females are said to be more social, calm learners. </li></ul></ul><ul><ul><li>Males are said to be more competitive, active learners </li></ul></ul>
  8. 10. Research in Post Secondary Education <ul><li>Women prefer a learning style that has been called “social learning” </li></ul><ul><li>Women tend to be motivated by social approval. </li></ul>
  9. 11. Research in Post Secondary Education <ul><li>Men like competition during learning. </li></ul><ul><li>Men tend to be motivated by mastery, striving and achievement </li></ul>
  10. 12. An equitable learning environment. <ul><li>Allow students to learn according to their preferences. </li></ul><ul><li>Online students prefer to learn the same as traditional environments where </li></ul><ul><ul><li>If you can mold your academic courses to the learning preferences of a student, they can in turn have higher rates of academic success. </li></ul></ul>
  11. 13. Barriers <ul><li>Females have more barriers to deal with when continuing their education. </li></ul><ul><ul><li>Male dominance in discussions </li></ul></ul><ul><ul><li>Additional responsibility with family/children. </li></ul></ul><ul><ul><li>Lower confidence in the use of computers. </li></ul></ul>
  12. 14. Influences on Educational technology <ul><li>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. </li></ul><ul><li>Molding programs and technology to better suite the learner could be an additional advantage in the ever growing competitive market of post secondary education </li></ul>
  13. 15. Adult learners typically like to learn in a separate or connected manner. <ul><li>Separate Learners (Males) </li></ul><ul><ul><li>Associated with separation, certainty, control, and abstraction. </li></ul></ul><ul><ul><li>Males tend to control the online environment </li></ul></ul><ul><ul><li>Responses tend to be more brief, certain, not tempered with polite words. </li></ul></ul><ul><li>Connected Learners (Females) </li></ul><ul><li>Places emphasis on relationships, empathetic in nature, and cooperation is stressed instead of competition </li></ul><ul><ul><li>Responses tend to be tempered with polite words, acknowledged the original sender. </li></ul></ul><ul><ul><li>Cooperation used as a learning tool. </li></ul></ul>
  14. 16. Gender habits in online courses <ul><li>Studies have shown </li></ul><ul><ul><li>Men exhibit higher participation rates </li></ul></ul><ul><ul><li>The proportion of men to women in groups can influence interaction. </li></ul></ul><ul><ul><li>Men will generally have a higher rate of discussion post </li></ul></ul><ul><ul><li>Women receive fewer responses from others in discussions </li></ul></ul><ul><ul><li>Women do not control topics of discussion unless the majority of participants are women. </li></ul></ul>
  15. 17. <ul><li>In a situation of classes designed for females what would be good practice? </li></ul><ul><li>Collaborative project </li></ul><ul><li>More open dialog in discussions </li></ul><ul><li>Additional resources on technology use. </li></ul><ul><li>In a situation of classes designed for males what would be good practice? </li></ul><ul><li>Independent projects </li></ul><ul><li>Discussion </li></ul><ul><li>More competitive assignments </li></ul>How to use gender in our favor.
  16. 19. Can Gender become a new factor in determining success in online education?
  17. 20. Georgia World Congress Center March 1 - 5 <ul><li>GENDER THE NEXT GENERATION IN SUCCESS </li></ul>
  18. 21. References <ul><li>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 &quot;Climate of Fear&quot;. Online Submission , Retrieved from EBSCO host . </li></ul><ul><li>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 . </li></ul><ul><li>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 . </li></ul><ul><li>Lawlor, C. (2006). Gendered Interactions in Computer-Mediated Computer Conferencing. Journal of Distance Education , 21(2), 26-43. Retrieved from EBSCO host . </li></ul><ul><li>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. </li></ul><ul><li>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 . </li></ul><ul><li>Yaman, M. (2009). Perceptions of Students on the Application of Distance Education in Physical Education Lessons. Online Submission , Retrieved from EBSCO host . </li></ul>