Abstract

This paper examines whether learners’ gender matters in computer mediated communication based distance education and if so what efforts can be considered to better meet the needs of learners. The examination is based upon an extant literature review and indicates that the traditional biases against women in education are reflected in and generally pertain to computer mediated communication based distance education. It also indicates that many of the underlying humanistic, behavioural, more cognitive complex learning theories which stress the male learning style are heavily present in current computer mediated communication based distance education. This research suggests that although computer mediated communication based distance learning may be a useful means for supporting learners who otherwise might not be served, there is the need for higher education providers to put effort for the use of adult learning theories that are not only effective for computer mediated communication based distance learning, but also equitable for both female and male distance learners. Future research areas are discussed.