Gender differences in online participation: Examining a History and a Mathematics Open Foundation online course

Author: Annette Morante, Valerie Djenidi, Helene Clark & Susan West

Newcastle University

Edition: Volume 57, Number 2, July 2017

Summary: With enrolment and completion rates in the University of Newcastle’s online Open Foundation enabling program being considerably higher for women than for men, this case study investigates the engagement of male and female students in two different subject areas. History and Mathematics students’ online behaviour is examined to identify whether they differ and if there is a correlation between time spent online and student results. Is low-level, or no online interaction a problem or does it differ for the two genders, and the two subjects?  It is generally accepted that women engage more but does this lead to higher results for them? Students do not always appreciate how different the world of online learning is, and, in addition, some experience difficulties in understanding how to use Blackboard effectively. By examining students’ online engagement we seek to identify the behaviours that lead to retention of students and ultimately to their successful completion of the program.

Keywords: gender, Blackboard, Higher Education, online learning, online participation

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This article is part of AJAL, Volume 57_2. The entire volume is available in .pdf for purchase here.

Houses and sheds in Australia: an exploration of the genesis and growth of neighbourhood houses and men’s sheds in community settings

Author/s: Barry Golding, Helen Kimberley, Annette Foley and Mike Brown

Edition: Volume 48, Number 2, July 2008

Summary: This article reviews research into the genesis and spread of both neighbourhood houses and learning centres in Victoria and community-based men’s sheds in Australia to identify some similarities and differences. Our article asks questions about the gendered communities of practice that underpin houses for women on the one hand, and sheds for men on the other. Our particular interest is with the gender issues associated with the development of the relatively mature neighbourhood house ‘sector’, and those associated with the very recent and developing community-based men’s sheds ‘sector’. Our underpinning research question has to do with the desirability (or otherwise) in each of these sectors of political and strategic decisions being either gender specific or gender neutral. We identify a number of tantalising parallels between the rationale behind the establishment of both sectors, for women and men, albeit in very different circumstances, along with some obvious differences.

Keywords: neighbourhood houses, men’s sheds, comparison, gender

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Diverse pathways into higher education: Using students’ stories to identify transformative experiences

Author/s: Robyn Benson, Lesley Hewitt, Margaret Heagney, Anita Devos and Glenda Crosling

Edition: Volume 50, Number 1, April 2010

Summary: This paper is based on findings from the first phase of a longitudinal project examining how a group of students from diverse backgrounds succeed in higher education. The concept of perspective transformation is used to explore students’ stories about factors that influenced them on their journey to university, including socio-economic background, family difficulties, gender, the effect of being first in family to enter higher education, migration, location and experiences of schooling. The paper argues that, for some participants, the decision to enrol was not primarily the effect of perspective transformation, but rather the result of other aspects of their lives. Finally, we comment on the value of narrative inquiry for revealing participants’ experiences and, potentially, for supporting the process of transformation.

Keywords: diverse backgrounds, transformation, socio-economic, gender, enrolment

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This article is part of AJAL, Volume 50_1. The entire volume is available in .pdf for purchase here.