![](https://editlib-media.s3.amazonaws.com/sources/AACEJ.jpg)
Are there gender differences in web-based learning? An integrated model and related effect sizes
ARTICLE
Hermann Astleitner, University of Salzburg, Austria ; Richard Steinberg, City College of New York, United States
AACE Review (formerly AACE Journal) Volume ISSN 1065-6901 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This literature review examines the published findings 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 show that gender effects are small at all levels of the postulated model. Discussions concern theoretical as well as methodological aspects of gender-related research in the field of WBL. Finally, recommendations for improving future research and educational practice are given.
Citation
Astleitner, H. & Steinberg, R. (2020). Are there gender differences in web-based learning? An integrated model and related effect sizes. AACE Review (formerly AACE Journal). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 11, 2024 from https://www.learntechlib.org/primary/p/5042/.
© 2020 Association for the Advancement of Computing in Education (AACE)
Cited By
View References & Citations Map-
Moderation Effect of Gender on Relationship between Community of Inquiry and Perceived Learning in Blended Learning Environments
Rouhollah Khodabandelou, Habibah Ab Jalil, Wan Zah Wan Ali & Shaffe bin Mohd Daud
Contemporary Educational Technology Vol. 5, No. 3 (2014) pp. 257–271
-
Optometry Students’ Learning Outcomes and Attitudes Towards E-Learning – Do Interaction Matter?
Kaarina Pirilä, Metropolia University of Applied Sciences, Finland
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 2470–2475
-
Student Learning Outcomes in E-Learning. Do Personal Differences Matter?
Kaarina Pirilä, Helsinki Metropolia University of Applied Sciences, Finland
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 3097–3102
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.