Understanding gender differences in Online Learning

Abstract

As virtual learning has become increasingly more popular and even more common within both two and four-year institutions, the question of student engagement within these courses remains a critical factor for both administrators and faculty. Determining how students respond and participate in online courses has been studied to some degree, but what has not specifically been addressed is the factor of gender. So simply asked: Does gender play a significant role in how students engage with online courses? This question directed a two year study that sought to determine if gender does play a role in the engagement and student success in one online sophomore-level ethical decision-making course taught at the School of Engineering and Technology at Indiana University-Purdue University Indianapolis. This paper will outline the various phases of the project including initial set-up and planning, the pilot study, and then the full launch to all sections each semester. The data examined includes students' gender, total site activity and usage, total site visits, chat room activity, message activity, course letter grade, and course letter grade percentage earned. Basic demographics will be determined and statistical analysis will be performed at each stage of the study with a final conclusion drawn at the end of the two years. This two-year study is organized into four phases. Currently, phases one and two are complete with phase two, the pilot study, garnering some interesting results for the research team. Phase three, the full launch to all sections in two semesters, is now underway and the researchers hope the full launch will determine if the pilot results were correct or if a larger sample provides a clearer determination in regards to gender.