journal article summary

Summary: Gender Differences in online learning
Title: "Gender Differences in Self-Regulated Online Learning Environment"
Name: Marie Garcia
Date: 12/14/09

Reference: Yukselturk, E., & Bulut, S. (2009). Gender Differences in Self-Regulated Online Learning Environment. Educational Technology & Society, 12 (3), 12–22.

Problem: Multiple studies have attempted to determine if there is a gender difference in self-regulated online learning environments.  This study analyzed those differences in learning components, motivational beliefs, and achievement. 

Context: This sample study consisted of 145 volunteer participants in Turkey from an online programming course. This study was performed during October through December in 2006 and 2007.  It should be noted that this study included more male participants (101) than female participants (44).

The 145 volunteer participants from an online programming course were measured by the MSLQ, a self-report, 7-point-Likert-scaled instrument designed to assess motivational beliefs and the use of learning strategies after the online course was finished.  The purpose of this study was to help online course designers and instructors possibly make better decisions regarding how to facilitate online instruction and how to minimize gender-related differences in the online environment. If there is a gender difference shown in learning components, motivational beliefs or achievement in the course, then maybe some of the course material can be designed in a way ensure that both genders succeed.

Findings: Based on the analysis performed in this study, there was no statistically significant difference between male and female students in regards to motivational beliefs, self-regulated learning components and achievement in the class.  Self-efficacy for learning and performance was the strongest significant predictor of male students’ achievement, while test anxiety was the only statistically contribution in explaining the variance in female students’ achievement.  Therefore, the results of this study confirm the authors’ hypotheses.

Recommendations: I agree with the authors that further research is needed in this area of education.  Online learning is becoming a more popular and convenient alternative to attending a university in perosn. This study was also conducted in Turkey.  It would contribute greatly to the field of educational technology if more studies were conducted in other countries around the world in an effort to discover any differences in online education and to assess the effectiveness of the courses offered.

 
Because the study also revealed that female students with higher levels of test anxiety received lower grades in the online course, instructors should encourage students to study together or organize online study groups to alleviate the stress of having to study alone.  Having more face-to-face meetings might also enable students to make more connections with their classmates to create study groups as well.