(Culley, 1988). This is a source of concern in Colleges of Education where females historically
outnumber males in the student body by a factor of more than 3.5 to 1 (Digest of Education
Statistics, 1995, Table 241).
If for discussion alpha
is adjusted to equal .1, significant results are found for research
hypothesis 1: There are no gender differences in students’ perceptions of how difficult/easy
it is to use computers in ALNs (seeTable 1), [F (4,49) = 2.310; p< .1]. Rejecting the null
hypothesis of the MANOVA for hypothesis 1, we can now examine the 4 dependent variables of
this question for significance. We find two variables where the ANOVA tests show significant
results. The survey question: “How would you describe computers: • difficult to use, • somewhat
difficult, • somewhat easy, • easy to use -- produced significant results [F (1,52) = 5.347; p<
.05]. A similar question: “How would you describe the World Wide Web: • difficult to use, •
somewhat difficult, • somewhat easy, • easy to use -- produced significant results [F (1,52) =
4.964; p< .05]. This also supports prior research that males may be more practiced using
computer technology than females. Additional research is needed to verify these gender based
differences. It seems possible that increases in the use of ALNs in university curricula may favor
male students, at lease initially.
Beyond this study’s scope, ALNs are becoming increasingly important as additions to the
traditional classroom and as a medium for delivery of complete semester long courses, and are
expanding to include complete degree granting programs. Frank Mayadas (1997) writes:
“Progress is being made toward the goal of providing anyone who wishes
to learn, the opportunity to study in a time, a place, and a field of their choice. Can
this progress be sustained or accelerated? The self-study and interactive televised
classroom models, with occasional augmentation by e-mail communications, are
well established. It would seem that a multiplicity of approaches is likely to co-exist
in the future. Asynchronous Learning Networks can grow to become an important,
even dominant, presence in off-campus education. Existing organizations, which
specialize in networked education, and newly formed organizations such as
fledgling Internet universities, are likely to contribute to this growth.”
A community based university ignores these advanced uses of computer technology at its
peril. Students attend community colleges because they are convenient and inexpensive. With
advances in ALNs, competition will not be limited to near by institutions. Competition will also
ALNs in a University, Page 10
come form schools with virtualcampuses that can reach students anywhere with just the right
content at just the right time ... just enough, just in time. Any public university in a large
metropolitan area will need curricula goals that include many possible uses of ALNs -- for all
students, affordable convenient, just enough, just in time.
Future studies like this one should begin to look at other effects of ALN use in college
curricula. Do ALNs work? Do people learn in these environments? Will ALN-style learning appeal
to a variety of learners across a broad range of disciplines? Over time, we will learn whether
asynchronous learning is more effective in some disciplines than others, and we will learn more
about student and faculty characteristics, which lead to success in ALNs. For example, we may
find that gender is a factor. At a more practical level, we might apply different kinds of measures.
We can ask, for instance, whether the evidence we have supports a conclusion that the learning that
takes place in ALNs is equivalent to traditional classroom learning. We also need to assess the
demand side to insure that learners are enrolling in properly delivered and properly supported ALN
Progress is being made toward the goal of providing anyone who wishes to learn, the
opportunity to study in a time, a place, and a field of their choice. Can this progress be sustained or
accelerated? The self-study and interactive televised classroom models, with occasional
augmentation by e-mail communications, are well established. It would seem that a multiplicity of
approaches is likely to co-exist in the future. Asynchronous Learning Networks can grow to
become an important, even dominant, presence in off-campus education. Existing organizations,
which specialize in networked education, and newly formed organizations such as fledgling
Internet universities, are likely to contribute to this growth. The highest potential for large-scale
ALNs will, however, come from mainstream, campus-based institutions because of their sheer
numbers and overall presence.
ALNs in a University, Page 11
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Network-enabled Learning, Journal of Asynchronous Learning, 2(2)
Culley, O. (1988), Option choice and career guidance: Gender and computing in secondary
schools. British Journal of Guidance and Counseling, 16 (1), 73-82
Dambrot, F.H. (1985), The correlates of sex differences in attitudes toward and
involvement with computers. Journal of Vocational Behavior, 27 (1), 71-86
Digest of Education Statistics(1995), Table 241, National Center for Education Statistics,
Hiltz, Starr Roxanne. (1997). Impacts of college-level courses via Asynchronous Learning
Networks: Some Preliminary Results. Journal of Asynchronous Learning Networks[Online], 1
Karma, I. (1994), Setting up your own network.Green Teacher, 37, 26-28
Kramarae, C. and Taylor, J., Women (1993), Information, Technology, and Scholarship.
Urbana, IL: University of Illinois Press
Maher, Frances and Thompson Tetrault, Mary Kay (1992), Inside Feminist Classrooms:
An Ethnographic Approach, Teaching For Diversity (49)
Mayadas, Frank. (1997). Asynchronous Learning Networks: A Sloan Foundation
Perspective. Journal of Asynchronous Learning Networks[Online], 1 (1), 61 paragraphs.
Merriam, Sharan B. andCaffarella, Rosemary S. (1991), Toward Comprehensive
Theories of Adult Learning, Learning in Adulthood: A Comprehensive Guide, Jossey-Bass
ALNs in a University, Page 12
