Gender final presentation

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  • 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
    • GENDER THE NEXT GENERATION IN SUCCESS
  • 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 .