June 15, 2014
June 15, 2014
June 18, 2014
24.1112.1 - 24.1112.10
Student Engagement Online – Does gender make a difference? A Pilot Study in One Engineering and Technology CourseOnline learning continues to grow by leaps and bounds, and universities are not exempt from thisdigital explosion. In response to the advanced technology, students are now being offeredalternative means of educational delivery formats including hybrid or entirely online classes(courses delivered via the internet) within major engineering and technology schools. Aseducators, we have learned that tools such as chat rooms, email messages, and discussion forumsenhance the online learning experience and provide a more “connected” environment forstudents in online courses. In order to deliver quality education and offer students theopportunity to be successful within this growing environment, educational institutions need tonot only understand their students, but also their learning and engagement styles. An item thatmay play a critical role in online student engagement may be gender itself. Gender is frequentlymentioned within online learning, but research and data are limited for this area (Santovec, 2002;Waldeck, Kearney, & Plax, 2001; Yu, Kim, & Roh, 2001). This research will identify if genderneeds to be addressed in the delivery of online education to help students be more successfulwithin these types of courses.With previous studies lacking significant evidence in the area, researchers were anxious toexplore student engagement by gender in a pilot study of one sophomore-more level, ethicaldecision making course in the School of Engineering and Technology at ____________. The pilot featured twoonline sections of the course taught by different instructors with various instructional strategiesemployed. Both of the sections were held entirely online within the school’s learningmanagement system (LMS) and shared the same course textbook, major assignments and bi-weekly synchronous chats held within the LMS environment. All site statistics were collected bythe main PI within the LMS and coded for further statistical analysis by the research team. Thedata collected from the LMS included total site activity/usage, total site visits, chat room activity,message activity (email within the LMS), and actual course grade by scale and by percentagesfor each student.This study reveals if females and males use the same or different patterns and tools, and whattypes of interaction within the online system each utilized. Additionally, the final statisticalresults demonstrated how the log-in rate (termed, site visits) as well as other factors within theLMS differed between the sexes, and how this impacted final grades in the course for each.
Hutson-Stone, A. D., & Little-Wiles, J. M., & Fernandez, E., & Fox, P. (2014, June), Student Engagement Online – Does Gender Make a Difference? A Pilot Study in One Engineering and Technology Course Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23045
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