GENDER, VOICE, AND LEARNING IN ONLINE COURSE ENVIRONMENTS
A self-selected sample of 109 online students at a midwestern regional university was surveyed and asked to compare expression of voice, control over learning, and perceived deep learning outcomes in face-to-face versus online course environments. We found that females experience greater perceived...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Online Learning Consortium
2019-03-01
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| Series: | Online Learning |
| Subjects: | |
| Online Access: | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1799 |
| Summary: | A self-selected sample of 109 online students at a midwestern regional university was surveyed and asked to compare expression of voice, control over learning, and perceived deep learning outcomes in face-to-face versus online course environments. We found that females experience greater perceived deep learning in online than in face-to-face courses, and that expression of voice appears to contribute to this outcome. This effect did not occur for male students. We also found that professor support and, to a lesser extent, control over one's learning each had positive relationships with perceived deep learning in both course environments. Concern for the feelings of other students did not have a negative impact on voice as was originally hypothesized.
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| ISSN: | 2472-5749 2472-5730 |