ERIC Number: EJ858473
Record Type: Journal
Publication Date: 2009-Nov
Abstractor: As Provided
Reference Count: 41
Computer-Mediated Discussion, Self-Efficacy and Gender
Lin, ShinYi; Overbaugh, Richard C.
British Journal of Educational Technology, v40 n6 p999-1013 Nov 2009
In the context of hybrid instruction, this study was designed to explore whether gender has an influence on learners' preferences for synchronous or asynchronous modes of computer-mediated communication, and whether this decision impacts learners' self-efficacy (SE) towards knowledge acquisition. The participants were 180 teacher-education students (151 females and 29 males) enrolled in a hybrid (blend of traditional classroom instruction and online learning activities) foundations course at a United States research university with a proportionally high percentage of full-time commuters and/or distance enrolees. The findings showed that, regardless of gender, two-thirds of the participants preferred asynchronous modes over synchronous ones. In addition, gender was weakly related to the participants' SE in both modes. Linear regression indicated that SE, in turn, was weakly related to academic performance. The implications of these findings for instructional practice are discussed.
Descriptors: Electronic Learning, Computer Mediated Communication, Self Efficacy, Online Courses, Regression (Statistics), Educational Technology, Teaching Methods, Blended Learning, Gender Differences, Asynchronous Communication, Synchronous Communication, Student Attitudes, Preservice Teacher Education, Education Courses, Correlation, Academic Achievement, Computer Assisted Instruction, Distance Education, Virtual Classrooms, Foundations of Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A