Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses

Jiang, Suhang; Schenke, Katerina; Eccles, Jacquelynne S.; Xu, Di; Warschauer, Mark

doi:10.1371/journal.pone.0202463

Cited by 52 publications

(34 citation statements)

References 29 publications

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“…Instead, by drawing on the issue of gender differences in STEM (Science, Technology, Engineering and Mathematics) education in particular, this view is also supported by [20] who note that gender disparity is rampant at STEM MOOCs, as only one in five learners is female (consisting of 20%). In [17] the authors pinpoint that a percentage of female's overall enrolment of STEM MOOCs is considerably lower than males (females: 24.16%), but the completion rate in STEM MOOC is appeared to be equal (females: 3.06%; males: 3.11%). Some probable reasons emerged from this, that females' underrepresentation in STEM MOOC is due to the lack of access to the Internet; gender stereotypes; or inadequate awareness of STEM learning opportunities.…”

Section: Gender Disparitymentioning

confidence: 99%

“…Recently, a considerable literature has grown around MOOCs that accentuate that MOOCs may significantly contribute to democratizing higher education by opening doors to learning and employment opportunities [15][16][17]. Along with this opportunism, however, results from earlier studies demonstrate that MOOCs can adversely affect educational equity under certain socio-economic and cultural status, confirming that the majority of MOOC learners are young, highly trained males from more developed countries [18][19][20].…”

Section: Reflections and The Way Forward: Sustaining A Culture Of Excmentioning

confidence: 99%

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Sustaining a Culture of Excellence: Massive Open Online Course (MOOC) on Land Management

Lee

Vries

2019

Sustainability

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Increasing globalization and the emergence of disruptive learning technologies have derived a pedagogical paradigm shift from the conventional on-campus higher education to the digital and online higher education. Massive open online courses (MOOCs), especially, are the most notable manifestation of educational transformation. We developed a MOOC entitled Introduction to Land Management (ILMx MOOC) for potential entrants to the land management domain, or for those who simply want to become aware of land-related challenges and brought together with thousands of participants worldwide with freely accessible course content and rooms for open discussion. Our experience with ILMx MOOC has accumulated new knowledge and insight across a broad range of questioning on how to design and develop alternative courseware and teach using digital learning technologies in land management. This paper examines an account of emerging patterns of demographics, geography, and course engagement throughout the ILMx MOOC. We found that the subject of land management in digital higher education affects gender gaps in enrolments. We also assume that the topic of land management has been globally recognized as an important nexus to guide professionals in international development studies and practices as well as sustainability research. However, new behavioral patterns of learners were also observed. They participated in the learning process very enthusiastically only during the first month of the course and this seems to be due to lack of motivation and interest to induce learners efficiently into the learning content. We believe that the culture of excellence in land management needs to be accompanied by engaged excellence and new forms of educational culture and work processes. This means that the high-quality and rigorous knowledge we produce and accumulate is coupled closely with new styles of educational development and delivery, new types of resources and hardware, and extensive engagement with countries, localities, people, and practices of those who handle land matters.

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Section: Gender Disparitymentioning

confidence: 99%

Section: Reflections and The Way Forward: Sustaining A Culture Of Excmentioning

confidence: 99%

Sustaining a Culture of Excellence: Massive Open Online Course (MOOC) on Land Management

Lee

Vries

2019

Sustainability

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“…En un análisis sobre los MOOCs ofertados de materias STEM, el 72% de las matrículas realizadas en España eran de hombres y el 28% de mujeres. De ellos, terminan satisfactoriamente el curso el 9,36% de los hombres y el 21,5% de las mujeres (Jiang, 2018). La cuestión es paradójica porque, en dos tercios de los países analizados, las alumnas son iguales o mejores a los chicos en ciencias, pero a mayor índice de igualdad del país, menor porcentaje de alumnas en carreras STEM (Stoet & Geary, 2018).…”

Section: Brecha En Los Estudios Stemunclassified

Brechas digitales de género. Una revisión del concepto

2020

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En este trabajo se revisa de forma crítica el concepto de brecha digital de género entendido, de manera general, como mero indicador de acceso y uso. Se cuestionan los intereses económicos y políticos de tales indicadores y se reúnen criterios más cualitativos, desde una perspectiva de género. Se parte de la hipótesis de que la meta de brecha cero de acceso digital no es en sí misma un indicador suficiente de equidad, sino que puede constituir una trampa para conseguir declarar falsos logros de igualdad. Se aportan representaciones basadas en el pensamiento visual para ayudar a comprender los filtros androcéntricos que intervienen en la inclusión digital. Se plantea la necesidad de encontrar criterios cualitativos de análisis con perspectivas feministas que identifiquen verdaderos hitos de integración y garantía de derechos.

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“…Numerous studies address the various factors related to the preference for enrollement in undergraduate studies (Korkmaz 2015;Wright 2017;Rodríguez et al 2018;Jiang et al 2018;Kuba et al 2018;Fernandes 2018). Korkmaz (2015) mentions that multiple studies have been conducted concerning the professional aspirations of adolescents in different cultures, finding some common intrinsic and extrinsic factors that influence career choice.…”

Section: Category 3 Factors Associated With the Demand For Engineerimentioning

confidence: 99%

Analysis of Factors Associated to the Enrollment and Demand of Computing-Related Careers

Mata-López

Tobón²

2018

Social Sciences

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Despite the great need for computer-related career professionals, some universities that offer specialties to develop professionals with knowledge to cover the mention need, present a decrease in enrollment, which can cause a wide variety of problems. That is why in this paper we set out to investigate what the main factors that directly or indirectly affect student enrollment in computer-related careers are, to establish a literature-based starting point, and to help select the best possible strategy to improve enrollment. To reach this goal, we did a documentary research, categorizing each one of the factors with its respective analysis. In the results, we explain several challenges that educators face, due to the evolution of society needs, two of them are: teaching-learning models and technology; besides, it became evident that the relevance of this academic programs remain available since there is a high demand for these professionals in Mexico, as well as in the world; finally, we showed some intrinsic and extrinsic motivational factors that have an essential relevance at the time that a student chooses the career to study. On the other hand, we reflected that the perception of everything that involves the study of a Computing-related career is a factor to be considered in the selection of an educational program of higher education. This study could be a reference for universities that are facing decreasing enrollment concerns. In conclusion, we analyzed and identified the main factors that have an impact on the demand for a career related to engineering, providing possible lines of action for increasing school enrollment.

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Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses

Cited by 52 publications

References 29 publications

Sustaining a Culture of Excellence: Massive Open Online Course (MOOC) on Land Management

Sustaining a Culture of Excellence: Massive Open Online Course (MOOC) on Land Management

Brechas digitales de género. Una revisión del concepto

Analysis of Factors Associated to the Enrollment and Demand of Computing-Related Careers

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