Participation in class and in online discussions: Gender differences

Caspi, Avner; Chajut, Eran; Saporta, Kelly

doi:10.1016/j.compedu.2006.08.003

Cited by 134 publications

(90 citation statements)

References 24 publications

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“…Reactive/generative skills entail a novel way of interacting with others as they are more focused on co-construction of knowledge as opposed to simple communication. This is supported by research showing that students using the web within educational settings might experience internet anxiety while engaging in online communication characterised by a need for exercising new skills (Caspi, Chajut, & Saporta, 2008;Ng, 2011). The results confirm the unique role of reactive/generative self-efficacy in predicting internet anxiety over and above the other predictors (communication self-efficacy, organisation self-efficacy, and differentiation self-efficacy) and provide partial empirical validation to Kim and Glassman's (2013) classification considering search self-efficacy also emerged as a unique predictor in this study.…”

Section: Reactive/generative Self-efficacymentioning

confidence: 72%

Relationship between internet self-efficacy and internet anxiety: A nuanced approach to understanding the connection

Paul

Glassman

2017

AJET

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The present study makes the case that the individual constituents of internet self-efficacy -search self-efficacy, communication self-efficacy, organisation self-efficacy, differentiation selfefficacy, and reactive/generative self-efficacy -may be of differential importance in predicting internet anxiety within web-assisted learning environments. Two hundred and eighty-nine undergraduate students enrolled in a blog-centric general education course on child development at a large mid-western university in the United States participated in this study. Based on inferences drawn from the socio-cognitive perspective and cognitive load theory, it was hypothesised that in a blog-centric constructivist learning environment, reactive/generative selfefficacy or the belief in one's ability to react meaningfully to others' posts and generate educationally valuable posts, would emerge as a unique predictor of internet anxiety after controlling for all of the other facets of internet self-efficacy. The results of a two-step hierarchical regression indicated that both reactive/generative self-efficacy and search selfefficacy are unique predictors of internet anxiety. The findings have several implications for researchers seeking greater insight into the relationship between internet self-efficacy and internet anxiety as well as instructors seeking to create a constructivist learning environment utilising the potential of the web.

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Section: Reactive/generative Self-efficacymentioning

confidence: 72%

Relationship between internet self-efficacy and internet anxiety: A nuanced approach to understanding the connection

Paul

Glassman

2017

AJET

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“…However, it might be attributed to the nature of the instrument resulting into inconsistency in rating or errors of central tendency. Nevertheless, related study by Caspi, Chajut and Saporta (2008) reported that female undergraduates participated in online discussion than males noting that females over-proportionally posted messages on the web-based conference than males.…”

Section: Discussionmentioning

confidence: 99%

Opinions of Undergraduates on the Use of Electronic Examination in a Nigerian University

Bandele¹,

Oluwatayo²,

Omodara³

2015

MJSS

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“…Young & Lewis (2008) found that more female students enjoyed OE classes than male students. Caspi et al (2008) also found that men over-proportionally spoke at the face-to-face classroom, whereas women over-proportionally posted messages in the web-based conference. Rovai et al (2006) found that doctoral students tend to evaluate OE courses more negatively than FTF courses.…”

Section: Oe and Other Characteristicsmentioning

confidence: 97%

Correlates of Student Preference for Online Instruction over Face-to-Face Instruction

Kishore

Tabrizi

Ozan

et al. 2009

E-Learning and Digital Media

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In order to examine current online course delivery systems, the authors created and conducted a survey that examined both face-to-face (FTF) and online education (OE) classes offered at 46 universities and some community colleges in the United States, as well as at some foreign universities. Students were asked whether they preferred FTF or OE classes, and related questions (convenience, self-pacing, etc.). The results showed that 47.5 % preferred FTF classes, 33.5% preferred OE classes and 19% had no preference (N = 1876). The authors hypothesized that students' preference for OE classes had strong correlations with other variables in the survey. The purpose of the research is twofold, involving, first, the identification of these variables. The authors found that gender, stated reasons for having taken an OE class, student perception of pedagogical characteristics of OE classes, frequency of use of certain OE technologies, rated quality and reliability of the OE course delivery system, number of OE classes the student had taken, and speed of Internet connection were significantly correlated with preference for OE classes. Second, the authors suggest how these OE features should be implemented to improve current OE course delivery systems. Current Status of Online Education (OE) Learning OE and TechnologyIn the latter half of the twentieth century, following the development and widespread adoption of the personal computer, many classrooms moved from face-to-face (FTF) to online education (OE), creating new opportunities for both learners and teachers and altering the manner in which students and instructors interact. OE is expected to continue to shape the way people learn in this new century. Furthermore, in a global economy where professionals need to update their technical skills and knowledge constantly and where communication across large distances is often very desirable, OE will be delivered wherever and whenever needed.The computer has been one of the most powerful agents of change in human behavior over the past few decades, yet understanding the complex interaction between the use of computers and the dynamics of user behavior continues to be a challenge, and one which is particularly acute in OE. OE evolves constantly, and both instructors and students must be adaptable, knowledgeable, and willing to keep up with the pace of technological advances. Not surprisingly, students in OE classes are likely to express dissatisfaction when they are taking their very first OE course (Wisan et al, 2001). Wisan found that students having a single OE experience were much less satisfied with OE than students who had completed four or more OE classes (Wisan et al, 2001). This effect may be due to students having learned how to function better in the OE environment or because of those students most dissatisfied with OE simply not taking any more OE classes after their first bad experience with such a class. Murray J. Williams (2008) also found that number of previous online

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Participation in class and in online discussions: Gender differences

Cited by 134 publications

References 24 publications

Relationship between internet self-efficacy and internet anxiety: A nuanced approach to understanding the connection

Relationship between internet self-efficacy and internet anxiety: A nuanced approach to understanding the connection

Opinions of Undergraduates on the Use of Electronic Examination in a Nigerian University

Correlates of Student Preference for Online Instruction over Face-to-Face Instruction

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