Tag: online learning

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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.

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Adult learners online: students’ experiences of learning online

Author/s: Wendy M. Knightley

Edition: Volume 47, Number 2, July 2007

Summary: Throughout the world, policy-makers are demonstrating their commitment to widening participation in education by promoting alternative pathways to gaining academic qualifications. This  paper reports a study which aimed to investigate the potential of online learning to overcome barriers to participating in education by socially disadvantaged adults, and to identify the factors that influenced such students’ participation and successful completion of online learning courses. Seventy-nine adults taking online learning courses with the Open University in the United Kingdom participated in a telephone survey and 15 of these students were also interviewed. Participants perceived themselves as having more easily accessed education because of the option of online learning and reported having benefited from the experience. However, online learning per se should be offered as only one potential means of attracting and retaining adult students, and further exploration into its potential for widening participation is necessary.

Keywords: participation, education, qualifications, social disadvantage, online learning

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