Online Learning Resources Do Make a Difference: Mediating Effects of Resource Utilization on Course Grades

The author explores the extent to which online learning resources help level the playing field through mediating the effects of grade point average (GPA) and gender in determining course grades. Study findings reveal that a greater use of online resources can fully offset the effects of gender and partially offset the effects of GPA on the grades that students earn in a blended course combining face-to-face and online components. Implications for future research and practice in fully online and blended course contexts are outlined.

[1]  Amy J. Wojciechowski,et al.  Individual Student Characteristics: Can Any Be Predictors Of Success In Online Classes? , 2005 .

[2]  L. Price,et al.  Gender differences and similarities in online courses: challenging stereotypical views of women , 2006, J. Comput. Assist. Learn..

[3]  Julia Gil,et al.  Small-group, computer-mediated argumentation in middle-school classrooms: the effects of gender and different types of online teacher guidance. , 2012, The British journal of educational psychology.

[4]  Avner Caspi,et al.  Participation in class and in online discussions: Gender differences , 2008, Comput. Educ..

[5]  J. D. Baker,et al.  Gender Differences in Online Learning: Sense of Community, Perceived Learning, and Interpersonal Interactions. , 2005 .

[6]  D. A. Kenny,et al.  The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. , 1986, Journal of personality and social psychology.

[7]  Susan S. Mathew,et al.  College Student Effort Expenditure in Online Versus Face-to-Face Courses , 2011 .

[8]  Mae McSporran,et al.  Confident Men - Successful Women: Gender Differences in Online Learning , 2001 .

[9]  David Allen,et al.  Success Rates of Online versus Traditional College Students. , 2011 .

[10]  I. E. Allen,et al.  Changing Course: Ten Years of Tracking Online Education in the United States. , 2013 .

[11]  J. Jin,et al.  Differential Effects of Student Characteristics on Performance: Online Vis-a-Vis Offline Accounting Courses , 2009 .

[12]  J. Arbaugh.  An Exploratory Study of the Effects of Gender on Student Learning and Class Participation in an Internet-Based MBA Course , 2000 .

[13]  Blessing Foluso Adeoye,et al.  Culturally Different Learning Styles in Online Learning Environments: A Case of Nigerian University Students , 2011, Int. J. Inf. Commun. Technol. Educ..

[14]  Sherria L. Hoskins,et al.  Motivation and ability: which students use online learning and what influence does it have on their achievement? , 2005, Br. J. Educ. Technol..

[15]  Damian S. Damianov,et al.  Time Spent Online and Student Performance in Online Business Courses: A Multinomial Logit Analysis 1 , 2009 .

[16]  Marilyn K. Spencer,et al.  Credit Card Accountability Responsibility and Disclosure Act of 2009: Helpful for 18- to 21-Year-Olds? , 2012 .

[17]  Jane Dillard-Eggers,et al.  An Investigation of Online Homework: Required or Not Required?. , 2013 .

[18]  Gary Blau,et al.  Student Performance in Online and Traditional Sections of an Undergraduate Management Course , 2008 .

[19]  Bruce D. Bagamery,et al.  Determinants of Success on the ETS Business Major Field Exam for Students in an Undergraduate Multisite Regional University Business Program , 2005 .

[20]  E. Gammie,et al.  Constructed gender, approach to learning and academic performance , 2005 .

[21]  D. Bennett,et al.  Teaching College Microeconomics: Online vs. Traditional Classroom Instruction. , 2013 .

[22]  Karen Swan,et al.  Measures of Learning Effectiveness in the SUNY Learning Network , 2001 .

[23]  Stephen J. Bostock *,et al.  Gender in student online discussions , 2005 .

[24]  P. Trudgill,et al.  Gender and discourse , 1998 .

[25]  Otmar E. Varela,et al.  Challenges of Online Learning in Management Education: An Empirical Study , 2012 .

[26]  I. Fischer.  You Just Don T Understand Women And Men In Conversation , 2016 .

[27]  John Watson,et al.  Keeping Pace with K-12 Online & Blended Learning: An Annual Review of Policy and Practice, 2013. , 2013 .

[28]  Lisa J. King.  Gender Issues in Online Communities , 2014 .

[29]  Xiaobin Huang,et al.  Gender differences in the online reading environment , 2008, J. Documentation.

[30]  Erin R. Markman.  Gender Identity Disorder, the Gender Binary, and Transgender Oppression: Implications for Ethical Social Work , 2011 .

[31]  Judithe Sheard,et al.  Inferring Student Learning Behaviour from Website Interactions: A Usage Analysis , 2003, Education and Information Technologies.

[32]  Marci Malcom.  The relationship between learning styles and success in online learning , 2009 .

[33]  P. Calafiore,et al.  The Effect of Time Spent Online on Student Achievement in Online Economics and Finance Courses , 2011 .

[34]  Faustin Mutwarasibo.  Supporting the development of students’ academic writing through collaborative process writing , 2013 .

[35]  Sarah Schrire,et al.  Knowledge building in asynchronous discussion groups: Going beyond quantitative analysis , 2006, Comput. Educ..

[36]  S. Herring.  Gender differences in CMC: findings and implications , 2000 .

[37]  Mary Conway Dato-on,et al.  ‘The Business of Ethics and Gender’ , 2006 .

[38]  M. University-Commerce,et al.  Econometric Study of Time Use and Scores in Online MBA Statistics Class: A Gender Analysis , 2012 .

[39]  Stanley H. Cohen,et al.  Evaluating Student Use of Web-Based Course Material , 2005 .

[40]  S. Patrick.  GENDER DIFFERENCES AND THE ONLINE CLASSROOM: MALE AND FEMALE COLLEGE STUDENTS EVALUATE THEIR EXPERIENCES , 2001 .