E-learning in a low-status female profession: the role of motivation, anxiety and social support in the learning divide.
The literature seems to suggest that women may be at risk from being excluded from adult education programmes, which use e-learning, especially when they have low economic status. Based on a survey of 551 women, family day care providers, we conclude that there is a persistent divide in PC access an...
| Publicado en: | Journal of Computer Assisted Learning Vol. 24; no. 3; pp. 181 - 191 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105344563&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105344563 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2008 vid: 24 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105344563 105344563 2010457705 10.1111/j.1365-2729.2007.00252.x 105344563 ppf: 181 ppct: 10 formats: tig: atl: E-learning in a low-status female profession: the role of motivation, anxiety and social support in the learning divide. aug: au: Vandenbroeck M Verschelden G Boonaert T affil: Department of Social Welfare Studies, Ghent University, Dunantlaan 2, B-9000 Ghent, Belgium. Email: michel.vandenbroeck@ugent.be sug: subj: Adult Education Psychosocial Factors Anxiety Computers and Computerization Utilization Education, Non-Traditional Psychosocial Factors Motivation Socioeconomic Factors Support, Psychosocial Women Adult Adult Education Utilization Analysis of Covariance Attitude Belgium Chi Square Test Coefficient alpha Data Analysis Software Descriptive Statistics Education, Non-Traditional Utilization Female Income Internet Knowledge Logistic Regression Middle Age Pearson's Correlation Coefficient Questionnaires Random Sample Self Report Sexism Human Adult: 19-44 years Middle Aged: 45-64 years Female ab: The literature seems to suggest that women may be at risk from being excluded from adult education programmes, which use e-learning, especially when they have low economic status. Based on a survey of 551 women, family day care providers, we conclude that there is a persistent divide in PC access and use, as well as in perceived PC skills according to age. Yet, this divide seems to run less along traditional lines, suggesting that personal factors play a more important role. Motivation and anxiety are two related but distinct personal factors that influence computer use and skills in this population. We also found that these factors are mediated by the family context: motivation is higher when (young) children are present in the family. Moreover, children may represent an important form of social support for women not yet using computers. This study concludes that the concerns about the gender gap in computer use may benefit from taking the scaffolding possibilities of the family into consideration and that there may be a case for growing optimism in the use of information and communication technology for adult learning in specific, gender-segregated professions with low status. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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