Gender Differences in Availability, Internet Access and Rate of Usage of Computers among Distance Education Learners

Atan, Hanafi; Sulaiman, Fauziah; Rahman, Zuraidah A.; Idrus, Rozhan M.

doi:10.1080/09523980210166459

Cited by 11 publications

(12 citation statements)

References 9 publications

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“…The study reported here is a continuation of our earlier study that looked at the availability of Internet access and the rate of computer usage between the genders among distance education learners at Universiti Sains Malaysia (Atan et al, 2002). Our early study revealed that there was equal access to computers between the genders due to the very nature of the computer itself to support and facilitate learning activities from a distance (Atan et al, 2002).…”

Section: Introductionmentioning

confidence: 73%

“…Our early study revealed that there was equal access to computers between the genders due to the very nature of the computer itself to support and facilitate learning activities from a distance (Atan et al, 2002). However, the aspects of computer skills and positive attitudes towards computers to support educational needs between the genders are also of importance.…”

Section: Introductionmentioning

confidence: 97%

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Computers in Distance Education: gender differences in self‐perceived computer competencies

Atan

Azli

Rahman

et al. 2002

Journal of Educational Media

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This article reports on the gender differences in self-perceived computer competencies among distance education learners at the Universiti Sains Malaysia (USM). Four aspects of competencies that are related to computer usage and its applications were studied; these were competencies in the usage of general computer software, usage of networking software, handling of computer hardware and performing computer maintenance. The results showed that there are no significant differences between the genders in terms of the competencies in the usage of general computer software as well as networking software. These are directly linked to the educational purposes needed to support and facilitate learning in distance education. However, gender differences are observed regarding competencies in their handling of most aspects of computer hardware as well as performing computer maintenance.

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Section: Introductionmentioning

confidence: 73%

Section: Introductionmentioning

confidence: 97%

Computers in Distance Education: gender differences in self‐perceived computer competencies

Atan

Azli

Rahman

et al. 2002

Journal of Educational Media

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“…Although others have expressed concern over a "digital divide" related to sex in past years (Harrison & Rainer, Jr., 1992;Kirkpatrick & Cuban, 1998;Van Braak, et al, 2004), this does not appear to be an issue as distance education was being strongly pursued by the women in this study. Perhaps distance education has played a key role in reducing the possible sex difference and, as proposed by Atan, et al (2002), helped to increase the technological confidence and experience of women.…”

Section: Resultsmentioning

confidence: 98%

“…Although women have been shown to possess weaker technological skllls, some researchers (Wojahn, 1994;Sullivan, 2001;Atan, Sulaiman, Rahman, & Idrus, 2002) believe that distance education offers a more welcoming environment for female students than the traditional classroom, especially nontraditional students. It was expected that women would be more likely to be enrolled in distance education courses, but men would be more likely to express a preference for distance education.…”

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confidence: 97%

Distance Education vs Face-to-Face Classes: Individual Differences, Course Preferences and Enrollment

Harris

Gibson

2006

Psychol Rep

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To understand better students' preferences for enrollment in distance education over face-to-face courses, the individual difference variables of sex, age category, class level, work status, number of distance education courses taken, frequency of computing technology usage, comfort with course management software, and comfort with computing technology were examined. Analysis indicated that older students, women, and those who work full time were more likely to enroll in distance education courses. Those who had taken the most distance education courses in the past and women were more likely to express a stated preference for distance education over face-to-face classes.

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“…Besides that, problem-based learning gives the positive impact for students. Students' ability in cognitive are better than before [8].…”

mentioning

confidence: 99%

Development of problem-based learning material for physics mathematics and its implementation

Pujayanto

Supurwoko

Radiyono

et al. 2017

Int. J. Sci. Appl. Sci.: Conf. Ser.

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Abstract. The research aims to develop Problem Based Learning material teaching of Mathematics Physics and to know the effect on the cognitive capability of undergraduate students. The research uses development method of Borg and Gall. There are ten steps such as data collection, planning, product drafting, pretest, pretest revise 1, main test, main test revise 2, posttest, final revision, and dissemination and implementation. The data collection uses questionnaire and cognitive test which will support the qualitative data. The result shows that the criterion of developing problem-based learning teaching materials is 5 level category when 43.33% respondents rate 5 level category and the others give 4 level category. Furthermore, students which use the materials increased and the most of the students have acquired cognitive value exceeds the value of minimum completeness criteria.

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Gender Differences in Availability, Internet Access and Rate of Usage of Computers among Distance Education Learners

Cited by 11 publications

References 9 publications

Computers in Distance Education: gender differences in self‐perceived computer competencies

Computers in Distance Education: gender differences in self‐perceived computer competencies

Distance Education vs Face-to-Face Classes: Individual Differences, Course Preferences and Enrollment

Development of problem-based learning material for physics mathematics and its implementation

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