Endnotes for Section Four

42. Franklin, U., The Real World of Technology, p. 29
    
    
43. For example, O. Peters in 1973 coined the term "industrial model" for distance education systems. Subsequent theorists have disputed this perspective.
    
    
44. Gilligan, C., In a Different Voice: Psychological Theory and Women's Development, Cambridge USA, p. 62
    
    
45. MacKeracher, D. Making Sense of Adult Learning, Culture Concepts, Toronto, 1996.
    
    
46. Christine von Prummer, Women-Friendly Perspectives in Distance Education, Keynote Address at International Conference, Umea, Sweden, June, 1993
    
    
47. Gill Kirkup, The Importance of Gender as a Category in Open and Distance Learning, Keynote address at cPutting the Student First: Learner Centred Approaches In Open and Distance Learning, Cambridge, UK, July, 1995
    
    
48. For example, Burge, Lenskyi, Rossner, and Cragg have documented women's response to conferencing technologies.
    
    
49. Interview with Dr. Vivian Rossner, Simon Fraser University
    
    
50. Adrian Kershaw, People, Planning and Process: The Acceptance of Technological Innovation in Post- Secondary Institutions, Eduational Technology, Sept.-Oct, 1996
    
    
51. Elizabeth Burge and Jennifer O'Rourke, The dynamics of distance teaching: voices from the field, chapter in Faculty Development in Distance Education, in press, 1997
    
    
52. Lucille Pacey and Wayne Penney, Thinking Strategically: Reshaping the Face of Distance Education, in J. Roberts and E. Keough, eds, Why the Information Highway: Lessons from Open and Distance Learning, Trifolium, 1995. p. 37
    
    
53. Association of Canadian Community Colleges, Responding to the Information Highway, Presented to the Working Group on Learning and Training, Information Highway Advisory Council, Jan. 1995, p. 4
    
    
54. Final Report, Information Highway Advisory Council, 1996, p.60
    
    
55. Ibid, p. 61