Exploring Sex and Status Differences in Perceptions, Acceptance, and Outcomes in e-Learning
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Author
International Journal on E-Learning, August 2016 ISSN 1537-2456
Abstract
The integration of electronic technologies in teaching and learning has been a top priority in higher education. However, there is a great deal of controversy in the literature regarding its effectiveness. This bears the question, to what extent are the outcomes (e.g., the student success) in an e-learning environment comparable with that of a face-to-face course? Hence, this study assessed the environmental conditions that lead to positive expectations of e-learning by collecting data on a random sample of 742 students—approximately 13% of the theoretical population—in a small Midwestern Liberal Arts and Science university (about 6000 student body) in the United States. The data reflected the preference that the respondents have shown for aspects of e-learning constructs (i.e. course structure and instructional clarity, course content quality, technical constraints, personal skills and comfort level, and e-learning acceptance). Although the general sentiment toward e-learning is positive, the female students in this study, particularly the non-traditional female students, showed more favorable attitude toward e-learning.
Citation
Kamali, A. (2016). Exploring Sex and Status Differences in Perceptions, Acceptance, and Outcomes in e-Learning. International Journal on E-Learning, 15(3), 341-360. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 6, 2024 from https://www.learntechlib.org/p/130183.
© 2016 AACE