Gender Differences in the use of Laptops in Higher Education: A Formative Analysis

Kay, Robin; Lauricella, Sharon

doi:10.2190/ec.44.3.f

Cited by 30 publications

(17 citation statements)

References 33 publications

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“…Previous research has shown that females accessed more lecture capture videos per week than males (Pham, 2010), although we did not observe the same phenomenon. Females have been shown to engage in more note-taking than males (Kay & Lauricella, 2011), which may explain the observed difference in this behaviour between males and females in this study.…”

Section: Viewing Behaviourmentioning

confidence: 48%

Use of Lecture Capture in Undergraduate Biological Science Education

Wiese

Newton

2013

cjsotl-rcacea

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This study examined the use of lecture capture in students in a large 3rd year undergraduate biological science course at the University of Guelph. Data regarding viewing behaviour, academic performance, and attendance were analyzed in relation to student learning approach (as assessed by the R-SPQ-2F), gender, and year of post-secondary education. It was found that relative to historic controls, students provided lecture capture videos increased their final exam grade by approximately 5%. It was also found that learning approach was significantly related to video viewing behaviour, final exam performance, and attendance, with a deep learning approach being associated with more video views, better performance, and a greater tendency to watch videos to master and review material. A surface approach showed contrasting associations. Moreover, a higher deep approach score was related to fewer absences, while a higher surface approach score was related to more absences and increased the likelihood of a student missing a class. Gender also influenced viewing behaviour, with females being more likely than males to watch videos to generate notes and to review material. This research demonstrates that learning approach and gender are significant predictors of lecture capture behaviour, performance, and/or attendance in biological science education, and provides support for the use of lecture capture as a tool to improve academic performance. Cette étude examine l’utilisation de la capture de cours dans une grande classe d’étudiants de premier cycle inscrits à un cours de sciences biologiques de troisième année. Les données relatives au comportement de visionnement des vidéos, aux résultats académiques et à l’assiduité ont été analysées en relation avec l’approche d’apprentissage des étudiants (telle que mesurée par le R-SPQ-2F), le sexe et l’année d’études post-secondaires. Cette étude a montré que, comparativement aux contrôles historiques, les notes obtenues aux examens finals par les étudiants exposés à des vidéos académiques étaient de 5 % supérieures. L’étude a également indiqué que l’approche d’apprentissage était liée de façon significative au comportement de visionnement, aux résultats obtenus aux examens finals et à l’assiduité, et que l’approche en profondeur était liée à un nombre supérieur de visionnements des vidéos, à de meilleurs résultats et à une tendance accrue à regarder les vidéos afin de maîtriser et de réviser la matière. L’approche en surface a indiqué des associations contrastées. De plus, un score supérieur d’approche en profondeur était lié à un nombre moins élevé d’absences alors que l’approche en surface était liée à davantage d’absences et qu’elle augmentait les possibilités que les étudiants soient absents en classe. Le sexe avait également une incidence sur le comportement de visionnement, les femmes ayant davantage tendance à regarder les vidéos afin de prendre des notes et de réviser la matière que les hommes. Cette recherche a montré que l’approche d’apprentissage et le sexe sont des indicateurs importants de comportement en ce qui concerne la capture de cours, la performance et/ou l’assiduité dans le domaine des sciences biologiques et qu’elle offre un soutien efficace pour l’utilisation de la capture de cours en tant qu’outil pour améliorer la performance académique.

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Section: Viewing Behaviourmentioning

confidence: 48%

Use of Lecture Capture in Undergraduate Biological Science Education

Wiese

Newton

2013

cjsotl-rcacea

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“…age in years, gender, educational level, average hours per workday with ICT-use, and number of ICT-courses) were included as supplementary predictors of technostress inhibitors and creators in addition to user satisfaction and employee intentions to extend the use of ICT. Particularly, the variable gender is of interest in this connection, since gender is shown by previous research to influence ICT-related variables (Bao, Xiong, Hu, & Kibelloh, 2013;Hong, Chiu, & Huang, 2012;Kay & Lauricella, 2011;. The inclusion of these control variables resulted only in a minor increase or decrease in the coefficients that are reported in Fig.…”

Section: Control Variablesmentioning

confidence: 86%

The effects of technostress within the context of employee use of ICT

Fuglseth

Sørebø

2014

Computers in Human Behavior

218

181

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“…Third, a number of the studies have demonstrated that gender differences exist in computer attitudes, ability, and use in education [148,149]. Compared to male students who have higher levels of computer proficiency and internet experience with respect to off-task behaviors, female students significantly use computers as a tool to accomplish specific tasks participating in academic activities [150]. Bao, Xiong, Hu and Kibelloh [151] further confirmed the dominant role of gender difference in the adoption of mobile learning.…”

Section: Limitations and Suggestions For Future Studymentioning

confidence: 89%

A Derivation of Factors Influencing the Innovation Diffusion of the OpenStreetMap in STEM Education

et al. 2018

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Geographic information is a confluence of knowledge from spatial science, information technologies, engineering, and mathematics, etc. Effective spatial training can enhance achievement in science, technology, engineering, and mathematics (STEM) education. Therefore, the geographic information system (GIS) plays a daily role in modern STEM education. Volunteered Geographical Information (VGI) is characterized by the openness of the geographic information being generated and accumulated by volunteers. Within the VGI sphere, OpenStreetMap (OSM) is one of the most well-known VGI due to its openness, flexibility, cost-effectiveness, and web-based mapping capability, making it one of the best alternatives for use as the mapping application for STEM education. However, very few or no prior works have investigated the factors influencing the innovation diffusion of OSM in STEM education. Therefore, to fill this gap, this work aims to investigate these factors. To achieve this purpose, the authors have defined an analytic framework based on innovation diffusion theory (IDT) and the technology acceptance model (TAM). The factors influencing students’ acceptance and intention to continue using and diffusing OSM in STEM education will be investigated. Partial least squares structural equation modeling (PLS-SEM) was used to confirm the hypothesized IDT–TAM integrated model. An empirical study based on sample data collected from 145 Taiwanese undergraduate and graduate students from engineering-related institutes was used to demonstrate the feasibility of the proposed analytic framework and to derive the factors related to the adoption and diffusion of OSM in STEM education. The proposed theoretical framework forged in this study was proven to be successful. Based on the empirical study results, ease of use, observability, and compatibility are the most influential factors in OSM diffusion. Therefore, activities that enhance the ease of use, observability, and compatibility of OSM should be emphasized so that STEM students’ perception of the usefulness of the technology and their perceived attitude towards it leads to the intention to continue the use of OSM. The analytic results can serve as a foundation for the design, development, and accelerated adoption and diffusion of OSM in STEM education.

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Gender Differences in the use of Laptops in Higher Education: A Formative Analysis

Cited by 30 publications

References 33 publications

Use of Lecture Capture in Undergraduate Biological Science Education

Use of Lecture Capture in Undergraduate Biological Science Education

The effects of technostress within the context of employee use of ICT

A Derivation of Factors Influencing the Innovation Diffusion of the OpenStreetMap in STEM Education

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