Gender and equity in elearning

Coldwell, Jo, Goold, Annegret, Craig, Annemieke and Mustard, Jamie 2006, Gender and equity in elearning, in AusWIT 2006: Participation One Year On: Proceedings of the 2006 Australian Women in IT Conference, AusWIT, [Adelaide, S.Aust], pp. 1-8.

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Title Gender and equity in elearning
Author(s) Coldwell, Jo
Goold, Annegret
Craig, Annemieke
Mustard, Jamie
Conference name Australian Women in IT Conference (10th: 2006 : Adelaide, Australia)
Conference location Adelaide, Australia
Conference dates 4-5 December 2006
Title of proceedings AusWIT 2006: Participation One Year On: Proceedings of the 2006 Australian Women in IT Conference
Editor(s) Fisher, Julie
Publication date 2006
Conference series Australian Women in IT Conference
Start page 1
End page 8
Publisher AusWIT
Place of publication [Adelaide, S.Aust]
Keyword(s) Gender
eLearning
ICT
confidence
effective use
online learning
Summary This paper reports on a large scale survey of the perceptions of university students to their use of an online learning environment. The aim of the survey was to gather data to inform online learning practices at the university. The results were explored, amongst other factors, for gender differences. Findings include no significant differences between the female and male students with respect to being able to use the online learning environment confidently and effectively. In general the female students were more willing to participate in online discussions though there was no difference between the female and male students as to whether they were willing to voice their opinions online. An unexpected result was the greater value placed by female students on using this environment for working with students of diverse backgrounds.
ISBN 0855908238
9780855908232
Language eng
Field of Research 080699 Information Systems not elsewhere classified
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2006, Jo Coldwell, Annegret Goold, Annemieke Craig, Jamie Mustard
Persistent URL http://hdl.handle.net/10536/DRO/DU:30006033

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