Gender, Field of Study, and Total Learning Experience: Implications for Teaching and Learning

Rahman, Saemah; Ahmad, Suriati; Ismail, Khaidzir; Mastor, Khairul Anwar

doi:10.1016/j.sbspro.2012.06.347

Cited by 3 publications

(3 citation statements)

References 7 publications

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“…It is also important to highlight the existence of studies that have no supported gender biases on learning expectations, experiences and learning approaches. These studies include that of Jenkins and Holley (1991), Tekinarslan (2008), Rahman et al (2012), and Grace et al (2012).…”

Section: Discussion and Implication Of Findingsmentioning

confidence: 99%

Project management learning: Key dimensions and saliency from student experiences

Ojiako

Chipulu

Ashleigh

et al. 2014

International Journal of Project Management

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Drawing upon literature, this study seeks to understand what the key dimensions of student experiences of project management learning are and what saliences students attach to such dimensions. Data is obtained from a sample of management and engineering students studying project management across four universities in the United Kingdom. We employ multidimensional scaling to extract the salience placed by students on the key dimensions. The results of the data analysis suggest that there are six dimensions of student experiences of project management. We also find that students attach markedly different levels of salience to these dimensions based on a number of demographic factors. More specifically, in terms of salience, we found that gender had the strongest relationship while prior experience of project management had the weakest. The implications of our findings are discussed from the perspective of andragogical congruence (compatibility) in teaching and learning.

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Section: Discussion and Implication Of Findingsmentioning

confidence: 99%

Project management learning: Key dimensions and saliency from student experiences

Ojiako

Chipulu

Ashleigh

et al. 2014

International Journal of Project Management

View full text Add to dashboard Cite

show abstract

“…McSporran and Young (2001) reported that because mature female students out preform at scheduling their learning and function better at communicating online, they are more motivated towards distance learning (35) taking gender into account, this nding is partly inconsistent with our result because we could not nd any signi cant relationship between students' gender and their e-learning experience. This is supported by a study conducted in Malaysia (36).…”

Section: Discussionmentioning

confidence: 52%

E-learning-based medical education during COVID19 pandemic From Medical students' View Points

Khojasteh

Karimian

Nasiri

et al. 2021

Preprint

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Background Most universities around the world have replaced e-learning with face-to-face methods after Covid-19 Pandemic. The present study evaluates the students' viewpoints about the dimensions of e-learning during the COVID-19 pandemic. Methods This is a survey study aimed at investigating e-learning experiences of 550 students of Shiraz University of Medical Sciences(SUMS) during the time Coronavirus pandemic. To data collection, a research-made questionnaire was employed, and the data were analyzed using one sample T-test, Independent T-test, ANOVA, and MANOVA. Results The results demonstrated that the students had satisfactory e-learning experiences and the average dimensions of e-learning were: Technological facilities(M = 4.29 ± 1.13),Technical support (M = 4.00 ± 1.08), e-Content quality(3.84 ± 1.05), Asynchronous education (M = 3.73 ± 1.20), Teacher-learner interaction(3.63 ± 1.32) and Synchronous education(M = 3.59 ± 1.31)Respectively. Most important factor was the interaction and feedback between teacher and students. Students' views on the components of e-learning were related to their age, access to electronic devices, and their computer skills significantly. Conclusion It seems that e-Learning can be a relatively good alternative to face-to-face training, but the teacher-student interaction is the main element in the greater effectiveness of this method.

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“…McSporran and Young (2001) reported that because mature female students are better at scheduling their learning and are better at communicating online, they are more motivated towards distance learning; this nding is partly consistent with our result because we could not nd any signi cant relationship between students' gender and their e-learning experience. This is supported by a study, which had been conducted in Malaysia (Rahman et al, 2012). No signi cant difference was seen in terms of the residence of the students.…”

Section: Discussionmentioning

confidence: 64%

Medical students' views of e-learning-based medical education during COVID-19 pandemic

Khojasteh

Karimian

Sharifzadeh

et al. 2020

Preprint

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The number of multimedia courseware developed to assist teaching and learning activities has increased tremendously, following the declaration of schools’ closure during COVID-19 pandemic. This study aimed at e- learning experiences of 550 students of a medical school in Iran during the time Coronavirus pandemic hit Iran. To achieve the objectives of this study, a self-devised questionnaire was used, and the data were analyzed using Independent samples T. test, ANOVA, and MANOVA. Results have demonstrated that university students had a satisfactory e-learning experience during the lockdown with an exception for online synchronous classes. This study also showed that older students are more satisfied with e-learning and that there was a significant difference between the overall mean score of those who had access to PCs and laptops compared to those who had accessed only to mobile phones. Our results also showed a significant difference exists between the e-learning experience of students who had experienced virtual classes prior to Covid-19 pandemic and those who had not; however, no significant difference was seen in terms of the residence of the students and their gender.

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Gender, Field of Study, and Total Learning Experience: Implications for Teaching and Learning

Cited by 3 publications

References 7 publications

Project management learning: Key dimensions and saliency from student experiences

Project management learning: Key dimensions and saliency from student experiences

E-learning-based medical education during COVID19 pandemic From Medical students' View Points

Medical students' views of e-learning-based medical education during COVID-19 pandemic

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