Gender Differences in E-Learning: Communication, Social Presence, and Learning Outcomes

Although previous research has suggested that women may be at a learning disadvantage in e-learning environments, this study examines communication differences between women and men, arguing that women's communication patterns may provide them with a learning advantage. Using data from 303 males and 252 females, this paper discusses gender differences in course communication processes and course outcomes in a web-based introductory information systems course. Results indicate that women communicated more, perceived the environment to have greater social presence, were more satisfied with the course, found the course to be of greater value, and had marginally better performance than men. Despite the challenges facing women in e-learning environments, the results of this study suggest that e-learning environments that allow for peer to peer communication and connectedness can help females overcome some of these disadvantages. Implications for research and practice are also discussed.

[1]  Keith S. Horton,et al.  Learning from Patterns During Information Technology Configuration , 2005, J. Organ. End User Comput..

[2]  A. Eagly.  Sex differences in social behavior : a social-role interpretation , 1987 .

[3]  Carole Edelsky.  Who's got the floor? , 1981, Language in Society.

[4]  G. Latham,et al.  Application of social-learning theory to training supervisors through behavioral modeling. , 1979 .

[5]  Blake Ives,et al.  Web-based Virtual Learning Environments: a Research Framework and a Preliminary Assessment of Effectiveness in Basic It Skills Training Author(s): Piccoli Et Al./web-based Virtual Learning Environments Web-based Virtual Learning Environments: a Research Framework and a Preliminary Assessment of Effe , 2022 .

[6]  J. Kevin Ford,et al.  LEARNING WITHIN A LEARNER CONTROL TRAINING ENVIRONMENT: THE INTERACTIVE EFFECTS OF GOAL ORIENTATION AND METACOGNITIVE INSTRUCTION ON LEARNING OUTCOMES , 2003 .

[7]  M. A. Quaddus,et al.  Exploring the Factors Influencing End Users' Acceptance of Knowledge Management Systems: Development of a Research Model of Adoption and Continued Use , 2007, J. Organ. End User Comput..

[8]  Charles D. Dziuban,et al.  The Impact of Paradigm Development and Course Level on Performance in Technology-Mediated Learning Environments , 2008, Informing Sci. Int. J. an Emerg. Transdiscipl..

[9]  P. Kuhl,et al.  Foreign-language experience in infancy: Effects of short-term exposure and social interaction on phonetic learning , 2003, Proceedings of the National Academy of Sciences of the United States of America.

[10]  Mary C. Jones,et al.  Organizational Knowledge Sharing in ERP Implementation: Lessons from Industry , 2004, J. Organ. End User Comput..

[11]  Alan D. Carswell,et al.  Learner outcomes in an asynchronous distance education environment , 2002, Int. J. Hum. Comput. Stud..

[12]  John Grundy,et al.  Supporting large-scale end user specification of workflows, work coordination and tool integration , 1998 .

[13]  S. Hossein Mousavinezhad,et al.  Mobile and Handheld Computing Solutions for Organizations and End-Users , 2013 .

[14]  Claudia Medina,et al.  Engaging girls with computers through software games , 2000, Commun. ACM.

[15]  D. Tannen.  You just don't understand: women and men in conversation. morrow , 1990 .

[16]  Paul M. Biner,et al.  The development of an instrument to measure student attitudes toward televised courses , 1993 .

[17]  Terry R. Haggerty,et al.  Journal of Microcomputer Systems Management Journal of Microcomputer Systems Management Journal of Microcomputer Systems Management Journal of Microcomputer Systems Management Journal of Microcomputer Systems Management Preface Preface Preface Preface Preface , 2011 .

[18]  Youngjin Yoo,et al.  A Comparative Study of Distributed Learning Environments on Learning Outcomes , 2002, Inf. Syst. Res..

[19]  Starr Roxanne Hiltz,et al.  The Virtual Classroom: Learning Without Limits Via Computer Networks , 1994 .

[20]  Youngjin Yoo,et al.  Media and Group Cohesion: Relative Influences on Social Presence, Task Participation, and Group Consensus , 2001, MIS Q..

[21]  C. Tu,et al.  The Relationship of Social Presence and Interaction in Online Classes , 2002 .

[22]  Mike Moore,et al.  Editorial, What Does Research Say About the Learners Using Computer-Mediated Communication in Distance Learning? , 2002 .

[23]  Martha Reeves,et al.  Evaluation of Training , 1993 .

[24]  Cheris Kramarae.  The third shift : women learning online , 2001 .

[25]  Charlotte N. Gunawardena,et al.  Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing , 1997 .

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

[27]  Steven Hornik,et al.  When Technology Does Not Support Learning: Conflicts Between Epistemological Beliefs and Technology Support in Virtual Learning Environments , 2007, J. Organ. End User Comput..

[28]  Vic Lally,et al.  Gender differences in an on-line learning environment , 1999, J. Comput. Assist. Learn..

[29]  William K. Horton,et al.  Designing Web based training: how to teach anyone anything anywhere anytime , 2000 .

[30]  R. Kraut,et al.  Using E-mail for Personal Relationships , 2001 .

[31]  Frank Biocca,et al.  Toward a More Robust Theory and Measure of Social Presence: Review and Suggested Criteria , 2003, Presence: Teleoperators & Virtual Environments.

[32]  J. Arbaugh.  How Instructor Immediacy Behaviors Affect Student Satisfaction and Learning in Web-Based Courses , 2001 .

[33]  Leila T. Worth,et al.  Processing of persuasive in-group messages. , 1990, Journal of personality and social psychology.

[34]  E. Bennett,et al.  Experiential Influences on Brain Anatomy and Brain Chemistry in Rodents , 1978 .

[35]  Steve Clarke.  Computational Advancements in End-user Technologies: Emerging Models and Frameworks , 2009 .

[36]  Paul M. Biner,et al.  The Impact of Remote-Site Group Size on Student Satisfaction and Relative Performance in Interactive Telecourses , 1997 .

[37]  Nathalie Mitev,et al.  Case study of a patient data management system: a complex implementation in an intensive care unit , 2002 .

[38]  Deborah Tannen,et al.  The Relativity of Linguistic Strategies: Rethinking Power and Solidarity in Gender and Dominance , 2009 .

[39]  Wendy Wood,et al.  Sex Differences in Interaction Style in Task Groups , 1992 .

[40]  Lev Vygotsky.  Mind in society , 1978 .

[41]  Robert J. Moore,et al.  "Alone together?": exploring the social dynamics of massively multiplayer online games , 2006, CHI.

[42]  Steve Clarke,et al.  End-user Computing: Concepts, Methodologies, Tools and Applications , 2008 .

[43]  J. McGrath.  Time, Interaction, and Performance (TIP) , 1991 .

[44]  Haralambos Mouratidis,et al.  Security Assurance Evaluation and IT Systems' Context of Use Security Criticality , 2011, Int. J. Handheld Comput. Res..

[45]  Lori Foster Thompson,et al.  Web-Based Instruction: Who is Inclined to Resist it and Why? , 2003 .

[46]  Laku Chidambaram,et al.  How Much Bandwidth Is Enough? A Longitudinal Examination of Media Characteristics and Group Outcomes , 1999, MIS Q..

[47]  John Short,et al.  The social psychology of telecommunications , 1976 .

[48]  Richard D. Johnson,et al.  Research Report: The Role of Behavioral Modeling in Computer Skills Acquisition: Toward Refinement of the Model , 2000, Inf. Syst. Res..

[49]  Lorne Olfman,et al.  The role of training in preparing end users to learn related software packages , 2002 .

[50]  Chorng-Shyong Ong,et al.  Gender differences in perceptions and relationships among dominants of e-learning acceptance , 2006, Comput. Hum. Behav..

[51]  B. Whitley.  Gender Differences in Computer-Related Attitudes and Behavior: A Meta-Analysis , 1997 .

[52]  Richard D. Johnson,et al.  The Evolving Nature of the Computer Self-Efficacy Construct: An Empirical Investigation of Measurement Construction, Validity, Reliability and Stability Over Time , 2007, J. Assoc. Inf. Syst..

[53]  Daniel C. A. Hillman,et al.  Learner-Interface Interaction in Distance Education: An Extension of Contemporary Models and Strategies for Practitioners , 1994 .

[54]  Sundeep Sahay,et al.  Beyond Utopian and Nostalgic Views of Information Technology and Education: Implications for Research and Practice , 2004, J. Assoc. Inf. Syst..

[55]  Winston Bennett,et al.  A META-ANALYSIS OF THE RELATIONS AMONG TRAINING CRITERIA , 1997 .

[56]  Steven Hornik,et al.  An empirical examination of factors contributing to the creation of successful e-learning environments , 2008, Int. J. Hum. Comput. Stud..

[57]  C. Gunawardena.  Social Presence Theory and Implications for Interaction and Collaborative Learning in Computer Conferences , 1995 .

[58]  Deborah H. Gruenfeld,et al.  Groups, Tasks, and Technology , 1993 .

[59]  Richard D. Johnson,et al.  Differential social attributions toward computing technology: An empirical investigation , 2006, Int. J. Hum. Comput. Stud..

[60]  Teboho Moja,et al.  Pedagogical Issues and Gender in Cyberspace Education: Distance Education in South Africa , 2004, Cyberspace, Distance Learning, and Higher Education in Developing Countries.

[61]  Izak Benbasat,et al.  Quo vadis TAM? , 2007, J. Assoc. Inf. Syst..

[62]  Maryam Alavi,et al.  Computer-Mediated Collaborative Learning: An Empirical Evaluation , 1994, MIS Q..

[63]  D. Vogel,et al.  Using Information Technology to Add Value to Management Education , 1997 .

[64]  C. K. Lim.  Computer self‐efficacy, academic self‐concept, and other predictors of satisfaction and future participation of adult distance learners , 2001 .

[65]  Deborah Compeau,et al.  Application of Social Cognitive Theory to Training for Computer Skills , 1995, Inf. Syst. Res..