Research shows that men and women use the web differently. This difference may
dictate what online tools faculty make available to enhance student learning. This paper
presents the results of a research study that questions whether this gendered use extends
to higher education faculty, and discusses possible implications.

Online courses have become a vital part of the curriculum for most post-secondary
institutions in the United States. Whether used for distance learning or as an enhancement
to classroom teaching, the integration of online courses marks a distinct change in the
system of higher education. According to this
attitude of innovation, especially in the online environment, the traditional method of
lecturing is no longer appropriate. New methods of instruction must be introduced into
the online teaching world. How will these methods be defined and implemented? Who
will define and implement them? One aspect to be considered here is the role of gender.
The role that gender plays in online teaching has not yet been investigated to the extent
this topic warrants, and specific pedagogic questions with respect to gender have neither
been asked nor answered. The purpose of the study was to pose and report on some
gender-related questions. Do male and female faculty make different teaching choices in
online instruction methods based on their gender? Do these choices reflect societal
gendered tendencies regarding technology? What are some of the implications for
teaching and learning in higher education?