Does Gender Matter in Computer Mediated Communication Based Distance Education?

By Mik Kim and Wusheng Zhang.

Published by The Diversity Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This paper examines whether learners’ gender matters in computer mediated
communication based distance education and if so what efforts can be considered
to better meet the needs of learners. The examination is based upon an extant
literature review and indicates that the traditional biases against women in
education are reflected in and generally pertain to computer mediated
communication based distance education. It also indicates that many of the
underlying humanistic, behavioural, more cognitive complex learning theories
which stress the male learning style are heavily present in current computer
mediated communication based distance education. This research suggests that
although computer mediated communication based distance learning may be a useful
means for supporting learners who otherwise might not be served, there is the
need for higher education providers to put effort for the use of adult learning
theories that are not only effective for computer mediated communication based
distance learning, but also equitable for both female and male distance
learners. Future research areas are discussed.

Keywords: Gender, Computer Mediated Communication Based Distance Learning, Higher Education

International Journal of Diversity in Organizations, Communities and Nations, Volume 7, Issue 1, pp.49-54. Article: Print (Spiral Bound). Article: Electronic (PDF File; 505.529KB).

Dr. Mik Kim

RMIT University, Melbourne, Australia

Dr. Wusheng Zhang

Faculty of Business and Law, Victoria University, Melbourne, Vic, Australia


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