Gender Differences and Distance Education: Major Research Findings and Implications for LIS Education

摘要

Although few research studies to date of library and information science (LIS) distance-education students have addressed the possible effects of gender-related differences upon these students' learning experiences, the literatures of other disciplines include many significant studies of gender differences within distance education environments. This article reviews representative studies from the disciplines of education and psychology, identifying six factors that gender differences may influence: (1) motivation for enrolling, (2) learning style, (3) attitude toward and use of technology, (4) communication style, (5) level of support/sense of community, and (6) dropout or failure rate. Implications for LIS education are discussed.