From a quantitative perspective, this study examined the instructional design knowledge of higher education instructors and others within the instructional design/technology arena who are members of a global educational based Internet forum. Results showed significant difference in opinions between genders, where males were more inclined to incorporate instructional technology into their asynchronous and synchronous teaching environments. Based on the results, providing training for gender specific groups could foster a more collaborative learning environment. Whether male or female, designing and developing quality instruction for use in online and face-to-face environments is paramount in order to give students an engaging learning experience.