Gender Differences in Online Learning

By Alfred P. Rovai, Jason D. Baker. Quarterly review of distance education, 2005

198 citations recorded by the source corpus.

Multivariate statistical analyses were used to determine if there were differences in social community, learning community, and perceived learning between male and female students in 12 online graduate education courses in which female students (n = 162) outnumbered males (n = 31). Study results provided evidence that females felt more connected to other students in their courses, felt that their online learning experiences were more aligned to their educational values and goals, and perceived they learned more than their male peers.

Subfields: Education, Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/92e208d7ce94ea2bbea702b2a5b863da2e6ab8f0

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Citations in the corpus

Investigating factors that influence social presence and learning outcomes in distance higher education (2011, background): “Isolation, disconnectedness and loneliness they feel hinder them from engaging in the class activities (Rovai & Wighting, 2005) and as a result they lose their academic interest and motivation to continue to study, leaving only minimum number who completes the course (Russo & Benson, 2005).”
Learner and Instructional Factors Influencing Learning Outcomes within a Blended Learning Environment (2009, unknown): “To illustrate, regarding gender, female students have self-reported experiencing more connection toward the learner and the social community in online learning environments (Rovai & Baker, 2005) and expressed more positive attitudes for online learning experiences (Sullivan, 2001).”
Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework (2010, background): “Given documented differences between gender in the experience of online learning (Rovai & Baker, 2005), it was reasonable to believe that engagement in an online community of inquiry could vary across gender.”
Persistence of Women in Online Degree-Completion Programs (2008, background): “According to research (Anderson, 2003; Kemp, 2002; Richardson & Swan, 2003; Rovai & Baker, 2005), building social relationships with peers and instructors provides a key support system for online learners.”
Performance Gaps between Online and Face-to-Face Courses: Differences across Types of Students and Academic Subject Areas (2014, unknown): “…2001; colorado & eberle, 2010; didia & hasnat, 1998; dille & mezack, 1991; gunn, mcsporran, macleod, & French, 2003; new-ell, 2007; price, 2006; Rovai & Baker, 2005; sullivan, 2001; taplin & Jegede, 2001; willis, 1992; wojciechowski & palmer, 2005). however, it is unclear whether these…”