Abstract:

Background:
In the present study gender differences on beliefs, preferences and attitudes towards distance learning were evaluated among University Instructors.

Methods:
University instructors (N=257; Age: M=49.6, SD=10.1; Gender ratio M/F: 55/45%) from six collaborating Institutions (Aristotle University of Thessaloniki, University of Macedonia, University of Ioannina, Universitatea Lucian Blaga Din Sibiu, Universita telematica Degli Studi, Univerzitet U Nisu) from four European countries completed a series of self-reported questionnaires evaluating beliefs, teaching styles and preferences about distance learning. Data was derived from the project “Optimizing Distance Learning Educational Programs; ODLEP).

Results:
Both similarities and differences on beliefs and preferences were observed between male and female instructors. More specifically, both groups consider equally efficient distance learning as a method of education and prefer smaller number of students in distance education and online courses. On the other hand, more men than women prefer face to face educational methods over distance educational methods, although more male instructors are certified for distance education programs and report higher levels of computer expertise.

Conclusions:
These preliminary results indicate that gender differences may exist in how educators think about distance learning, and how they prefer to deliver knowledge and training. Given that distance learning is of interest to a significant proportion of academics and students, it is of critical importance to evaluate how gender associated factors may be related to successful distant learning experiences.

Keywords:

Gender differences, distance learning, teaching styles, teaching preferences.