Gender differences in online collaborative learning groups promoting affective education and social capital

Ella, Mebane Minou; Sorace, Roberta; Solimeno, Andrea; Tomai, Manuela

doi:10.1590/s1413-85572007000300003

Cited by 5 publications

(2 citation statements)

References 36 publications

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“…It was found that the mean scores for all variables were higher for female than for the male respondents. Ella, Roberta, Andrea, & Manuela (2007) also found in their study that female learners do show to have more conflicts than their male counterparts.…”

Section: Summary Of Findings and Discussionmentioning

confidence: 74%

“…However, when several individuals are put together to complete tasks, sometimes conflicts arise. This paper by Ella, Roberta, Andrea, & Manuela (2007) reports the results of a study aimed to establish whether the amount and types of conflicts vary in all male, all female and mixed gender groups working in asynchronous collaborative learning online settings. Sixty psychology majors were divided into three groups.…”

Section: Past Studiesmentioning

confidence: 99%

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Analysing the Cadence of Group Conflicts Across Gender During Online Learning

Rahmat

Aripin

Razlan

et al. 2021

EJOE

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It has been two years since the world has been forced to cope with doing things online. Even in normal face-to-face group discussions, participants face difficulties and conflicts, and now online learning has not made it any easier. This study explores the ups and downs in group discussion. 72 participants responded to a survey to find out how they perceive the conflicts in group formation. The findings in this study revealed that there were significant differences the norming stage and also performing & adjourning stage. In addition to that, the total mean score showed interesting differences across gender. Not all group formations with different genders go through conflicts. Not all team members with the same gender are conflict-free. Sometimes discussions/some activities are more difficult to carry out because of conflicts across genders are not properly addressed. Then again, not all group conflicts are negative. Conflicts are good in several ways. The conversations improve the communication and negotiation skills of the team members. In addition to that, defending for one’s point helps to sharpen critical thinking skills. The findings in this study cannot be generalized for all situations in group work. This study can be a springboard for more group formation and group conflicts research. Article visualizations:<img src="/-counters-/edu_01/0860/a.php" alt="Hit counter" />

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Section: Summary Of Findings and Discussionmentioning

confidence: 74%

Section: Past Studiesmentioning

confidence: 99%

Analysing the Cadence of Group Conflicts Across Gender During Online Learning

Rahmat

Aripin

Razlan

et al. 2021

EJOE

View full text Add to dashboard Cite

show abstract

Analyzing the Effects of the Personality Traits on the Success of Online Collaborative Groups

Cavdar

Temizel

2016

Procedia - Social and Behavioral Sciences

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Working together online to enhance learner autonomy: Analysis of learners’ perceptions of their online learning experience

Éneau

Develotte

2012

ReCALL

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This study concerns the development of autonomy in adult learners working on an online learning platform as part of a professional master's degree programme in “French as a Foreign Language”. Our goal was to identify the influence of reflective and collaborative dimensions on the construction of autonomy for online learners in this programme. The material used was 27 self-analysis papers in response to an assignment which asked students to review their distance learning experience (reflective dimension) and to highlight the role of others, if any, in their learning (collaborative dimension). In addition to these two major points, the analysis by category of the body of results shows principally that in qualitative terms, the factors of autonomisation for online learning are interconnected and include: the difficulties related to distance learning and the strategies that learners develop to face those difficulties, the importance of interpersonal relationships in social and emotional terms in overcoming those difficulties, the specific modes of sociability developed for distance learning and the related development of a new type of autonomy that is both individual and collective. The discussion examines the creation, over the course of time, of a new “distance learning culture” that is nonetheless never easy to create and share.

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Gender differences in online collaborative learning groups promoting affective education and social capital

Cited by 5 publications

References 36 publications

Analysing the Cadence of Group Conflicts Across Gender During Online Learning

Analysing the Cadence of Group Conflicts Across Gender During Online Learning

Analyzing the Effects of the Personality Traits on the Success of Online Collaborative Groups

Working together online to enhance learner autonomy: Analysis of learners’ perceptions of their online learning experience

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