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This paper reports the results of an exploratory study on participants' perception of the importance of single-gender grouping in a massive open online course (MOOC) delivered through the Coursera platform. Findings reveal that female and male learners' perception of single-gender grouping differs. Female students more than males indicated less preference for single-gender grouping. Views on single-gender grouping also differed across regions, suggesting the effect of participants' regions of origin on their opinions about single-gender grouping. Moreover, an interaction was established between participants' region and gender. In particular, our study reveals that men in the "Asia and Pacific" region tended-more than men and women from other regions of the world-to give more importance to single-gender grouping in this MOOC. In addition, younger participants cared less about single-gender groups compared to older respondents. This study sheds light on our understanding of the importance of gender and age importance in online learning environments such as MOOCs. The findings also point to the role gender and age may play as MOOCs continue to gain in popularity and to adopt collaborative approaches to teaching and learning.

This study uses eye-tracking to examine the processing of case-marking information in ambiguous subject-and object-first wh-questions in German. The position of the lexical verb was also manipulated via verb tense to investigate whether verb location influences how intermediate L2 learners process L2 sentences. Results show that intermediate L2 German learners were sensitive to case-marking information, exhibiting longer processing times on subject-first than object-first sentences, regardless of verb location. German native speakers exhibited the opposite word order preference, with longer processing times on object-first than subject-first sentences, replicating previous findings. These results are discussed in light of current L2 processing research, highlighting how methodological constraints influence researchers' abilities to measure the on-line processing of morphosyntactic information among intermediate L2 learners.

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The last author's name is correctly spelled Rebecca Yvonne Bayeck.