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Computer‐mediated discussion, self‐efficacy and gender
Author(s) -
Lin ShinYi,
Overbaugh Richard C.
Publication year - 2009
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.2008.00889.x
Subject(s) - asynchronous communication , context (archaeology) , computer mediated communication , asynchronous learning , psychology , multilevel model , self efficacy , distance education , mathematics education , social psychology , computer science , teaching method , cooperative learning , the internet , synchronous learning , world wide web , computer network , paleontology , machine learning , biology
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.