Are there gender differences in web-based learning? An integrated model and related effect sizes

This literature review examines the published fi ndings from research studies dealing with web-based learning (WBL) and measured gender effects. Particularly, the review presents a theoretical model of WBL which distinguishes between human, technology, and course characteristics as basis for instructional events. Instructional events (e.g., assessing performance) support learning and are related to motiva-tional (e.g., goal setting), cognitive (e.g., monitoring), and emotional processes (e.g., positive feelings). These processes are postulated to infl uence learning outcomes (e.g., interest , knowledge, and satisfaction). Based on this model, a meta-analysis of 14 empirical studies dealing with WBL and gender effects was conducted. Results suggested that gender effects are insignifi cant at all levels of the postulated model. Discussions concerned theoretical as well as methodologi-cal aspects of gender-related research in the fi eld of WBL. Finally, recommendations for improving future research and educational practice are given. (2005). Are there gender differences in web-based learning? An integrated model and related effect sizes. AACE Journal, 13(1), 47-63.

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