E-learning in a low-status female profession: The role of motivation, anxiety and social support in the learning divide

Journal of Computer Assisted Learning

Volumn 24, Issue 3, 2008, Pages 181-190

  Vandenbroeck, Michel ^a   Verschelden, G ^a   Boonaert, T ^a  

^a GHENT UNIVERSITY   (Belgium)

Author keywords

Anxiety; Digital divide; Gender gap; ICT; Motivation; Social support

Indexed keywords

EID: 43349091624     PISSN: 02664909     EISSN: 13652729     Source Type: Journal    
DOI: 10.1111/j.1365-2729.2007.00252.x     Document Type: Article

References (72)

1. Attewell P. (2001) The first and the second digital divides. Sociology of Education 74, 252 259.
2. Barraket J. (2004) E-learning and access. Getting behind the hype. In Researching Widening Access to Lifelong Learning: Issues and Approaches in International Research (eds M. Osborne, J. Gallacher B. Crossan), pp. 91 102. Routledge, New York.
3. Barrett E. Lally V. (1999) Gender differences in an on-line learning environment. Journal of Computer Assisted Learning 15, 48 60.
4. Bernier C. Laflamme S. (2005) Uses of the Internet according to gender and age: a double differentiation. Canadian Review of Sociology and Anthropology 42, 301 323.
5. Bozionelos N. (2004) Socio-economic background and computer use: the role of computer anxiety and computer experience in their relationship. International Journal of Human-Computer Studies 61, 725 746.
6. Broos A. (2005) Gender and information and communication technologies anxiety: male self-assurement and female hesitation. Cyberpsychology and Behavior 8, 21 31.
7. Brosnan M.J. (1998) The impact of computer anxiety and self-efficacy upon performance. Journal of Computer Assisted Learning 14, 223 234.
8. Cameron C., Mooney A. Moss P. (2002) The child care workforce: current conditions and future directions. Critical Social Policy 22, 572 595.
9. Chaudhuri A., Flamm K.S. Horrigan J. (2005) An analysis of the determinants of Internet access. Telecommunication Policy 29, 731 755.
10. Cooper J. (2006) The digital divide: the special case of gender. Journal of Computer Assisted Learning 22, 320 334.
11. De Meyer H. (2006) Professionalisering: een noodzakelijk kwaad? Betekenisverlening over leren bij zelfstandige onthaalouders. Onuitgegeven scriptie. Vakgroep Sociale Agogiek - UGent, Gent.
12. Doherty G., Forer B., Lero D.S., Goelman H. LaGrange A. (2006) Predictors of quality in family child care. Early Childhood Research Quarterly 21, 296 312.
13. Durndell A., Cameron C., Know A., Stocks R. Haag Z. (1997) Gender and computing: West and East Europe. Computers in Human Behaviour 13, 269 280.
14. Edwards R., Armstrong P. Miller N. (2001) Include me out: critical readings of social exclusion, social inclusion and lifelong learning. International Journal of Lifelong Education 20, 417 428.
15. Elchardus M. Smits W. (2006) The persistence of the standardized life cycle. Time and Society 25, 303 326.
16. European Commission (1995) White Paper on Teaching and Learning: Towards the Learning Society. European Commission, Luxembourg.
17. European Commission (2000) A Memorandum of Liefelong Learning. SEC 1832. European Commission, Brussels.
18. European Commission (2001a) E-Inclusion: The Information Society's Potential for Social Inclusion in Europe. SEC 1428. European Commission, Brussels.
19. European Commission (2001b) Making a European Area of Lifelong Learning a Reality. COM 678 Final. European Commission, Brussels.
20. Eurostat (2006a) Lifelong Learning - Females. Available at: http://epp.eurostat.cec.eu.int/ (last accessed 30 June 2006).
21. Eurostat (2006b) Lifelong Learning - Total. Available at: http://epp.eurostat.cec.eu.int/ (last accessed 30 June 2006).
22. Eurostat (2006c) Share of Households Having a Broadband Connection. Available at: http://epp.eurostat.cec.eu.int/ (last accessed 30 June 2006).
23. Eurostat (2006d) Share of Individuals Regularly Using the Internet. Available at: http://epp.eurostat.cec.eu.int/ (last accessed 30 June 2006).
24. Everiss E. Dalli C. (2003) Family day care in New Zealand: training, quality and professional status. In Family Day Care. International Perspectives on Policy, Practice and Quality (eds A. Mooney J. Statham), pp. 59 77. Jessica Kingsley Publishers, London.
25. Garland K.J. Noyes J.M. (2004) Computer experience: a poor predictor of computer attitudes. Computers in Human Behaviour 20, 823 840.
26. Gorard S. (2003) Adult learners in Wales: trajectories and technologies. Innovation in Education and Teaching International 40, 395 403.
27. Gorard S. Selwyn N. (2005) Towards a le@rning society. The impact of technology on patterns of participation in lifelong learning. British Journal of Sociology of Education 26, 71 89.
28. Gorard S., Selwyn N. Williams S. (2000) Must try harder! Problems facing technological solutions to non-participation in adult learning. British Educational Research Journal 26, 507 521.
29. Heemskerk I., Brink A., Volman M. ten Dam G. (2005) Inclusiveness and ICT in education: a focus on gender, ethnicity and social class. Journal of Computer Assisted Learning 21, 1 16.
30. Heinssen R.K., Glass C.R. Knight L.A. (1987) Assessing computer anxiety: development and validation of the computer anxiety rating scale. Computers in Human Behaviour 3, 49 59.
31. Henning E. Van der Westhuizen D. (2004) Crossing the digital divide safely and trustingly: how ecologies of learning scaffold the journey. Computers and Education 42, 333 352.
32. Hlebec V., Manfreda K.L. Vehovar V. (2006) The social support networks of Internet users. New Media and Society 8, 9 32.
33. Huang H.-M. (2002) Towards constructivism for adult learners in online learning environments. British Journal of Educational Technology 33, 27 37.
34. Jackson S. (2003) Lifelong earning: working-class women and lifelong learning. Gender and Education 15, 365 376.
35. Joiner R., Littleton K., Chou C. Morahan-Martin J. (2006) Gender and information communication technology. Journal of Computer Assisted Learning 22, 317 319.
36. Jung J.-Y., Kim Y.-C., Wang-Ying L. Cheong P.H. (2005) The influence of social environment on Internet connectedness of adolescents in Seoul, Singapore and Taipei. New Media and Society 7, 64 88.
37. Kind en Gezin (2005) Jaarverslag 2004. Kind en Gezin, Brussels.
38. Koper R. Tattersall C. (2005) New directories for lifelong learning using network technologies. British Journal of Educational Technology 35, 689 700.
39. Korupp S.E. Szydlik M. (2005) Causes and trends of the digital divide. European Sociological Review 21, 409 422.
40. La Velle L. Nichol J. (2000) Intelligent information and communications technology for education and training in the 21st century [Editorial]. British Journal of Educational Technology 34, 503 511.
41. Latchem C. (2006) A content analysis of the British Journal of Educational Technology [Editorial]. British Journal of Educational Technology 34, 503 511.
42. Looker E.D. Thiessen V. (2003) Beyond the digital divide in Canadian schools: from access to competency in the use of information technology. Social Science Computer Review 21, 475 490.
43. Losh S.C. (2004) Gender, educational and occupational digital gaps. Social Science Computer Review 22, 152 166.
44. Lupo D. Erlich Z. (2001) Computer literacy and applications via distance e-learning. Computers and Education 36, 333 345.
45. Mercier E.M., Barron B. O'Connor K.M. (2006) Images of self and others as computer users: the role of gender and experience. Journal of Computer Assisted Learning 22, 335 348.
46. Mooney A. Statham J. (2003) Family Day Care. International Perspectives on Policy, Practice and Quality. Jessica Kingsley Publishers, London.
47. Mueller C.W. Parcel T.L. (1981) Measures of socioeconomic status: alternatives and recommendations. Child Development 52, 13 30.
48. Nesbit T. (2006) What's the matter with social class? Adult Education Quarterly 56, 171 187.
49. Ong C.S. Lai J.Y. (2006) Gender differences in perceptions and relationships among dominants of e-learning acceptance. Computers in Human Behaviour 22, 816 829.
50. Op den Kamp H. (2003) De digitale sneltrein. In Levenslang En Levensbreed Leren in Vlaanderen. Deel 2. Ontwikkelingen En Beleidsmaatregelen. (ed. H. Baert), pp. 247 297. DIVA, Brussels.
51. Organisation for Economic Co-operation and Development (1996) Lifelong Learning for All. OECD, Paris.
52. Organisation for Economic Co-operation and Development (2001) Starting Strong. Early Childhood Education and Care. Education and Skills. OECD, Paris.
53. Organisation for Economic Co-operation and Development (2002a) Early Childhood Education and Care Country Profiles - Belgium - Flemish Community. OECD, Paris.
54. Organisation for Economic Co-operation and Development (2002b) Information Technology Outlook. OECD, Paris.
55. Osborne M., Gallacher J. Crossan B. (2004) Researching Widening Access to Lifelong Learning: Issues and Approaches in International Research. Routledge, New York.
56. Peeters J. (2003) Men in childcare: an action research in Flanders. International Journal of Equity and Innovation in Early Childhood 1, 122 135.
57. Price L. (2006) Gender differences and similarities in online courses: challenging stereotypical views of women. Journal of Computer Assisted Learning 22, 349 359.
58. Resource and. Research Centre for Early Childhood Care and Education (2006) Ecce Ama. Childcare in Learning Networks. Available at: http://www.vbjk.be/eequal.htm (last accessed 7 August 2006).
59. Reynders T., Nicaise I. Van Damme J. (2005) De Constructie Van Een SES-Variabele Voor Het Sibo-Onderzoek. SIBO, Brussels.
60. Reynolds D., Trehare D. Tripp H. (2003) ICT - the hopes and the reality. British Journal of Educational Technology 35, 151 167.
61. Selwyn N. Gorard S. (1999) Can technology really widen participation? Adults Learning 10, 27 29.
62. Selwyn N. Gorard S. (2003) Reality bytes: examining the rhetoric of widening educational participation via ICT. British Journal of Educational Technology 34, 169 181.
63. Selwyn N., Gorard S. Furlong J. (2005) Who's interest is it anyway? Exploring adults' (non) use of the Internet in everyday life. European Journal of Communication 20, 5 26.
64. Stanley L.D. (2003) Beyond access: psychosocial barriers to computer literacy. Information Society 19, 407 416.
65. Steyaert J. (2000) Digitale vaardigheden. Geletterdheid in de informatiesamenleving. Rathenau Instituut, Den Haag.
66. Van Dam R., Cantillon B., Van den Bosch K., Van Hoorebeeck B. Van Mechelen N. (2006) De Indicatoren Van Het Nationaal Actieplan Sociale Inclusie: Evolutie En Methodologische Aanbevelingen. Academia Press, Ghent.
67. Van Dijck J. (2006) Digital divide research, achievements and shortcomings. Poetics 34, 221 235.
68. Van Dijck J. Hacker K. (2003) The digital divide as a complex and dynamic phenomenon. Information Society 19, 315 326.
69. Vandenbroeck M. (2003) From crèches to childcare: constructions of motherhood and inclusion/exclusion in the history of Belgian infant care. Contemporary Issues in Early Childhood 4, 137 148.
70. Vlaamse Regering (2000) Een Digitaal Actieplan: Efl@Nders. Algemene Nota Goedgekeurd Door de Ministerraad, 15 December. Vlareg, Brussels.
71. Wilding R. (2006) 'Virtual' intimacies? Families communicating across transnational contexts. Global Networks 6, 125 142.
72. Zheng Y. Yano Y. (2007) A framework of context-awareness support for peer recommendation in the e-learning context. British Journal of Educational Technology 38, 197 210.