Distance Education for European Women

Kirkup, Gill; Prümmer, Christine von

doi:10.1177/135050689700400104

Cited by 17 publications

(2 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Research into computer‐supported learning suggests that women are disadvantaged by poorer access to technology (Kirkup & von Prümmer 1997), lower levels of computer literacy and lower confidence levels in its use (Yates 2001). This is coupled with reports that women are under‐represented and perform less well in science, mathematics and technology subjects (American Association of University Women Educational Foundation 1998; Cook et al 2004).…”

Section: Introductionmentioning

confidence: 99%

Gender differences and similarities in online courses: challenging stereotypical views of women

Price

2006

Computer Assisted Learning

129

View full text Add to dashboard Cite

This paper considers gender differences in online contexts and examines current trends in women's performance, access and experience of online courses. It uses supportive case study examples and specific research into students' academic engagement, conceptions and perceptions of learning support in online environments. The analysis shows that women studying online are confident independent learners who may outperform their male counterparts. They do not have reduced computer and Internet access compared with men, nor are they disinclined to enrol on online courses. They attach greater value to the pastoral aspect of tutoring and have different interaction styles from men, which may have implications for online tutoring support. The gender debate needs to move on from access and performance to the differences and similarities in the degree of importance that men and women place on different interaction and tutoring styles online.

show abstract

Section: Introductionmentioning

confidence: 99%

Gender differences and similarities in online courses: challenging stereotypical views of women

Price

2006

Computer Assisted Learning

129

View full text Add to dashboard Cite

show abstract

“…Notwithstanding, several studies reported that the learners might not feel advantageous with e-learning due to unexpected readiness, e.g. lower confidence, lower technological skills, and poor internet access [ 14 , 15 ].…”

Section: Introductionmentioning

confidence: 99%

E-learning readiness and perceived stress among the university students of Bangladesh during COVID-19: a countrywide cross-sectional study

2021

View full text Add to dashboard Cite

Background The COVID-19 pandemic has compelled all educational institutions from the conventional campus-based education system to e-learning worldwide. However, adapting to this new platform, e-learning readiness may cause perceived stress among students. This study aimed to examine the association between e-learning readiness and perceived e-learning stress and the relationship between sociodemographic and e-learning related factors. Results A cross-sectional study was employed, where 1145 e-learning enrolled university students were surveyed. The result indicated that nearly 91% of students reported moderate (76.07%) to the higher level (14.85%) of perceived e-learning stress, whereas more than half of them (58.17%) were at the sub-optimum level of readiness. Furthermore, it was found that students with the sub-optimum level of readiness compared to optimum had a significantly higher chance of reporting moderate and high level of perceived e-learning stress. Besides, parents’ highest education, residence, students’ preference in (e-learning or learning format), and having any eye problems were associated with perceived e-learning stress. Conclusions A sudden introduction of e-learning during the COVID-19 catastrophe has brought about challenges, including the students' readiness, that might exacerbate the perceived stress level in different ways. This study reported that most of the students were at sub-optimal levels of readiness and suffered from moderate to high levels of perceived e-learning stress. The findings should integrate into the education monitoring system to enhance students' coping strategies, incite readiness, straighten, and nourish existing policies. Key messages The moderate and higher level of e-learning stress was 76% and 15%, respectively. Here, 58% of students were at the sub-optimum level of e-learning readiness. Students’ sub-optimum level of e-learning readiness was significantly associated with the perceived moderate and high level of e-learning stress.

show abstract

Issues for Democracy and Social Identity in Computer Mediated Communication and Networked Learning

Hodgson

2002

Networked Learning: Perspectives and Issues

View full text Add to dashboard Cite

Distance Education for European Women

Cited by 17 publications

References 6 publications

Gender differences and similarities in online courses: challenging stereotypical views of women

Gender differences and similarities in online courses: challenging stereotypical views of women

E-learning readiness and perceived stress among the university students of Bangladesh during COVID-19: a countrywide cross-sectional study

Issues for Democracy and Social Identity in Computer Mediated Communication and Networked Learning

Contact Info

Product

Resources

About