Are There Gender Differences in Web-Based Learning? An Integrated Model and Related Effect Sizes
Hermann Astleitner, University of Salzburg, Austria ; Richard Steinberg, City College of New York, United States
AACE Journal Volume 13, Number 1, ISSN 1065-6901 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This literature review examines the published fi ndings from research studies dealing with web-based learning (WBL) and measured gender effects. Particularly, the review presents a theoretical model of WBL which distinguishes between human, technology, and course characteristics as basis for instructional events. Instructional events (e.g., assessing performance) support learning and are related to motivational (e.g., goal setting), cognitive (e.g., monitoring), and emotional processes (e.g., positive feelings). These processes are postulated to influence learning outcomes (e.g., interest, knowledge, and satisfaction). Based on this model, a meta-analysis of 14 empirical studies dealing with WBL and gender effects was conducted. Results suggested that gender effects are insignifi cant at all levels of the postulated model. Discussions concerned theoretical as well as methodological aspects of gender-related research in the fi eld of WBL. Finally, recommendations for improving future research and educational practice are given.
Astleitner, H. & Steinberg, R. (2005). Are There Gender Differences in Web-Based Learning? An Integrated Model and Related Effect Sizes. AACE Journal, 13(1), 47-63. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)