Does gender matter in online courses? A view through the lens of the community of inquiry

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
M. Cho, Seongmi Lim, Jieun Lim, O. Kim
{"title":"Does gender matter in online courses? A view through the lens of the community of inquiry","authors":"M. Cho, Seongmi Lim, Jieun Lim, O. Kim","doi":"10.14742/ajet.7194","DOIUrl":null,"url":null,"abstract":"The purpose of this study was to investigate whether gender differences exist in relationships between the three presences – teaching, cognitive and social – in the community of inquiry (CoI) model and online students’ learning experiences measured with perceived learning and course satisfaction. Participants were 657 undergraduates taking online courses at a university in South Korea. Results showed significant differences in sub-elements of cognitive and social presence by gender. In addition, regression analyses revealed that sub-elements of the CoI predicted online students’ perceived learning and course satisfaction differently by gender. A discussion explains gender differences in online courses in South Korea in which a prerecorded video was the principal modality of learning. Finally, practical implications to enhance diverse students’ success are proposed from the perspective of the CoI model.\nImplications for practice or policy:\n\nDespite the development of the CoI specifically for a discussion-based online course, it can still be used to predict students’ learning experiences in video-based online learning.\nConsidering gender difference when designing and developing an online course may enhance student learning experiences in online learning.\nChanging the way the videos are created may contribute to enhancing the three presences in the CoI model, which essentially improve online students’ learning experiences.\n","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":" ","pages":""},"PeriodicalIF":3.3000,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australasian Journal of Educational Technology","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.14742/ajet.7194","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 2

Abstract

The purpose of this study was to investigate whether gender differences exist in relationships between the three presences – teaching, cognitive and social – in the community of inquiry (CoI) model and online students’ learning experiences measured with perceived learning and course satisfaction. Participants were 657 undergraduates taking online courses at a university in South Korea. Results showed significant differences in sub-elements of cognitive and social presence by gender. In addition, regression analyses revealed that sub-elements of the CoI predicted online students’ perceived learning and course satisfaction differently by gender. A discussion explains gender differences in online courses in South Korea in which a prerecorded video was the principal modality of learning. Finally, practical implications to enhance diverse students’ success are proposed from the perspective of the CoI model. Implications for practice or policy: Despite the development of the CoI specifically for a discussion-based online course, it can still be used to predict students’ learning experiences in video-based online learning. Considering gender difference when designing and developing an online course may enhance student learning experiences in online learning. Changing the way the videos are created may contribute to enhancing the three presences in the CoI model, which essentially improve online students’ learning experiences.
性别在网络课程中重要吗?透过探究共同体的镜头来看问题
本研究的目的是调查在探究社区(CoI)模式中的三种存在(教学、认知和社会)与在线学生的学习体验(以感知学习和课程满意度衡量)之间的关系是否存在性别差异。参与者是657名在韩国一所大学学习在线课程的本科生。结果显示,不同性别的认知和社会存在的子元素存在显著差异。此外,回归分析显示,CoI的子元素对在线学生感知学习和课程满意度的预测因性别而异。一场讨论解释了韩国在线课程中的性别差异,在这些课程中,预先录制的视频是主要的学习方式。最后,从CoI模型的角度提出了提高多样化学生成功的实际意义。对实践或政策的影响:尽管CoI专门针对基于讨论的在线课程开发,但它仍然可以用于预测学生在基于视频的在线学习中的学习体验。在设计和开发在线课程时考虑性别差异可能会增强学生在在线学习中的学习体验。改变视频的创建方式可能有助于增强CoI模型中的三种存在,这从根本上改善了在线学生的学习体验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信