GENDER DIFFERENCES AND THE ONLINE CLASSROOM: MALE AND FEMALE COLLEGE STUDENTS EVALUATE THEIR EXPERIENCES

By Sullivan Patrick. 2001

214 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b55c365b0dc2174c0c28142d28ebe3a4b483eafa

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Maria Anca Maican
2. Carolyn Hart
3. P. Sullivan
4. Elena Cocorada

In Social Psychology

1. Maria Anca Maican
2. Carolyn Hart
3. P. Sullivan
4. Elena Cocorada

In Sociology and Political Science

1. Maria Anca Maican
2. Carolyn Hart
3. P. Sullivan
4. Elena Cocorada

Citations in the corpus

• “It's Easier to Be Yourself When You Are Invisible”: Female College Students Discuss Their Online Classroom Experiences (2002, result): “These data support other research which suggests that female students, and students who may be reserved or socially marginalized, find this unique social environment very appealing (AAUW, 2001b; Savicki, Lingenfelter, & Kelley, 1996; Selfe, 1990; Sullivan, 1999; Sullivan, 2001 ).”
• Performance Gaps between Online and Face-to-Face Courses: Differences across Types of Students and Academic Subject Areas (2014, unknown): “…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 findings reflect generalized…”
• Factors Associated With Student Persistence in an Online Program of Study: A Review of the Literature (2012, background): “Sullivan, 2001 195 students from the Connecticut Distance Learning Consortium who were able to successfully complete an online course.”
• Online Foreign Language Learning in Higher Education and Its Correlates during the COVID-19 Pandemic (2021, result): “From our perspective, SSHA students generally rely on class debates and group discussions for more subjects than their STEM peers, and these facilities also comply very well with the female students’ favouring interpersonal and face-to face interaction, as supported in previous studies, e.g., [75].”