[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597225-105":59,"doc-detail-597225-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","when-faculty-use-instructional-technologies-using-clarks-delivery-model-to-understand-gender-differences","When Faculty Use Instructional Technologies - Using Clark's Delivery Model to Understand Gender Differences","","Instructional and learning technologies play an increasingly important role in postsecondary education, yet evidence shows gender differences in how females and males perceive, approach, and implement these tools. As faculty adopt flexible delivery methods, such differences must be understood to better facilitate course transformation. The paper reviews literature, presents exploratory post-hoc survey findings from the authors’ institution, and proposes directions for future research using Richard Clark’s 1994 framework.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/when-faculty-use-instructional-technologies-using-clarks-delivery-model-to-understand-gender-differences/597225/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/when-faculty-use-instructional-technologies-using-clarks-delivery-model-to-understand-gender-differences/597225.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What motivates the paper’s focus on gender differences in instructional technologies?","Question",{"text":112,"@type":113},"Faculty increasingly use flexible technologies in postsecondary teaching, and evidence indicates that females and males differ in how they perceive and implement these technologies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the paper’s main purposes?",{"text":117,"@type":113},"The paper highlights gender-related differences from the literature, discusses exploratory post-hoc survey findings from the authors’ institution, and suggests areas for future research.",{"name":119,"@type":110,"acceptedAnswer":120},"Which framework guides the discussion?",{"text":121,"@type":113},"Richard Clark’s 1994 model distinguishing between instructional and delivery technologies provides the framework for the analysis.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597225,1792164949,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","# When Faculty Use Instructional Technologies:Using Clark's Delivery Model to UnderstandGender Differences\n\nKATY CAMPBELL&STANLEY VARNHAGEN  \nUniversity of Alberta  \n## ABSTRACT\n\nInstructional and learning technologies are playing an increasinglyimportant role in postsecondary education,but there is evidence that anumber of differences exist in how females and males approach,per-ceive,and implement these technologies.As faculty start to offer moreof their courses using flexible delivery methods such as Web-based con-ferencing,it is important to understand what gender differences mayexist in faculty members'approaches to instructional and communica-tions technologies so that this process may be better facilitated.Thispaper has three purposes:to highlight some of the major gender-relateddifferences noted in the literature,including some from a feminist per-spective;to present and discuss related findings found in an exploratory,post-hoc analysis of survey data collected from our institution;andfinally,to suggest areas for future research.Richard Clark's(1994)model distinguishing between Instructional and Delivery Technologiesprovides a framework for this discussion.  \n## RÉSUMÉ\n\nLes technologies d'instruction et d'apprentissage occupent un role deplus en plus important dans le domaine de I'enseignement postsecondaire.Toutefois,certaines données suggèrent qu'il existe desdifferences dans la maniere dont les femmes et les hommes abordent,percoivent et utilisent ces technologies.Dans la mesure où le corpsprofessoral offre de plus en plus de cours avec des méthodes flexibles,telles que les discussions en ligne,il est important de comprendre quellessont les différences entre les sexes dans la maniere dont les professeureset professeurs abordent les technologies d'instruction et decommunication,dans le but de mieux faciliter ce processus.Cet article atrois objectifs:(1)de souligner quelques-unes des plus importantesdifférences entre les sexes rapportees dans la littérature,incluantcertaines provenant d'une perspective feministe;(2)de présenter etdiscuter certains résultats connexes provenant d'une analyse exploratoirea posteriori,realisee à partir de données recueillies dans notre institution;et(3)de suggérer quelques orientations pour des recherches futures.Lemodèle de Richard Clark(1994),qui fait la distinction entre lestechnologies d'instruction et de diffusion,fournit un cadre de reférencepour cette discussion.reférence pour cette discussion.         \nInstructional and learning technologies are playing an increasinglyimportant role in tertiary education,but there is evidence that differencesexist in how many females and males perceive and use these technolo-gies.This paper has three purposes:to provide a brief literature reviewof some of the gender differences related to experiences with,and atti-tudes towards,teaching and learning technologies;to present and discusssuggestive findings from an exploratory,post-hoc analysis of survey datacollected from our institution;and to suggest a theoretical framework forinterpretation and further research.  \nSince 1996 the University of Alberta's Academic Technologies forLearning Unit has surveyed academic staff three times regarding their use ofinformation and communications technologies.The first two surveys(1996and 1997-98 respectively)focused on the use of learning technologies in  \nWhen Faculty use Instructional Technologies 33  \nteaching and learning,while the third survey(1999-2000,available athttp://www.atl.ualberta.ca/services/evaluation/TLSTitle.htm),was broader-based and focused on issues of teaching and learning rather than exclusivelyon the use of information and learning technologies.  \nIn the second Faculty survey(1997)a number of interesting trendsemerged in the way male and female faculty viewed technology in rela-tion to teaching,research,student support,and collegial contacts.Thesurvey data are available online.This paper describes the first stage of alonger-term research s","cbCaihAEtOLqxVhd","https://ap.wps.com/l/cbCaihAEtOLqxVhd","pdf",836919,26,"English","# ABSTRACT\n# RÉSUMÉ\n# Instructional and Delivery Technologies","[{\"question\":\"What motivates the paper’s focus on gender differences in instructional technologies?\",\"answer\":\"Faculty increasingly use flexible technologies in postsecondary teaching, and evidence indicates that females and males differ in how they perceive and implement these technologies.\"},{\"question\":\"What are the paper’s main purposes?\",\"answer\":\"The paper highlights gender-related differences from the literature, discusses exploratory post-hoc survey findings from the authors’ institution, and suggests areas for future research.\"},{\"question\":\"Which framework guides the discussion?\",\"answer\":\"Richard Clark’s 1994 model distinguishing between instructional and delivery technologies provides the framework for the analysis.\"}]","When Faculty Use Instructional Technologies - Using Clark's Delivery Model to Understand Gender Differences | PDF",1792084626,66]