Socioeconomic Status– and Gender‐Based Differences in Students’ Perceptions of E‐Learning Systems

Albert, Leslie Jordan; Johnson, Camille S.

doi:10.1111/j.1540-4609.2011.00320.x

Cited by 21 publications

(23 citation statements)

References 47 publications

(67 reference statements)

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“…This difference between the male and female perceptions was significant: t(592) = 4.84, p < 0.001. The findings contrast research by [1] who did not find much significant difference between men and women's perception of electronic learning. The difference between our results and [1]'s findings highlights that while gender may not be a factor to consider in perceptions of electronic learning platforms, it does affect the perceive benefits of SNS in education.…”

Section: Resultscontrasting

confidence: 79%

A gender lens perspective of the use of social network in higher education in Malaysia and Australia

Teoh

Pourshafie

Balakrishnan

2014

Proceedings of the 2014 International Conference on Social Computing

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The use of social network sites (SNS) such as Facebook, Twitter, Linkedin, Pinterest, Google Plus+, Tumblr, and Instagram, among others, has increased at a very fast pace in the last few years. In tandem with its rising popularity, especially among teenagers, many academics in higher education have been experimenting with its use in formal and less formal ways, in classroom teaching. Studies on the use of SNS in higher education indicate mixed results. While some academics found that SNS only distracts students from actual study and do not improve academic performance, others discovered that it improves communication and teacher-student relationships. Most however, agree that SNS's popularity with students makes it a very useful tool to exploit for classroom teaching and management. There are very few studies which look into the effect of gender on the use of SNS in education. While studies have concluded that men and women approach and use SNS in slightly different ways, there is little in existing literature which tells us about how the use of SNS in higher education differs between men and women. This paper discusses research on the use of SNS in higher education by both genders. It details the results of a survey conducted in Malaysia and Australia and highlights how men and women perceive SNS use in higher education based on a framework built on Push Pull and Mooring theory.

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Section: Resultscontrasting

confidence: 79%

A gender lens perspective of the use of social network in higher education in Malaysia and Australia

Teoh

Pourshafie

Balakrishnan

2014

Proceedings of the 2014 International Conference on Social Computing

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“…The gender gap in educational devices and technologies has interested educational scholars and researchers. Various perceptual factors associated with gender differences have been explored in previous research (Albert & Johnson, 2011;Chu, 2010;González-Gómez , Guardiola, Rodríguez & Alonso, 2012;Ong & Lai, 2006). The enormous growth of m-learning makes it necessary to reexamine the gender issue which has been an object of research in education.…”

Section: Gender Difference Toward Educational Technologymentioning

confidence: 99%

How factors of personal attitudes and learning environments affect gender difference toward mobile learning acceptance

Liaw

Huang

2015

IRRODL

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Mobile technology for learning empowers the shift from traditionally pure instructor-centered classroom teaching to fully learner-centered educational settings. Although mobile learning (mlearning) accessing Internet resources anytime and anywhere and it may cause gender difference toward it; thus the issue of the relationship between gender perspectives and m-learning environments has been a controversial topic. Therefore, the main research objective of the research is to explore gender differences toward APP-based, m-learning environments. Subjects of the study were selected university students who had already used an APP-based, m-learning system for one month. A total of 159 valid questionnaires were collected and were split evenly between female and male Taiwan university students. The statistical analyses lead to significant conclusions. Both female and male learners have highly positive perceptions toward m-learning.Additionally, the proposed research model is an acceptable conceptual model for investigating female and male learner attitudes. Furthermore, factors of personal attitudes and learning environments affect gender difference toward m-learning acceptance.

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“…However, student performance in earlier core course was found to be the strongest predictor of academic success. Finally, Albert and Johnson (2011) found little difference between genders in their perceptions of e-learning systems. Educational issues and challenges for international students studying in business schools have also been studied in a wide variety of contexts.…”

Section: Statistical Analysis Of Gender and Residencymentioning

confidence: 81%

Section: Student Perceptions Of the Assignment And Propositionsmentioning

confidence: 83%

B2C Mass Customization in the Classroom

Visich

Khumawala

2012

Decision Sci J Innov Edu

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The purpose of this paper is to describe an internet-based mass customization assignment in Operations Management/Supply Chain Management classes where students utilize the web site of a company that offers a customized product. Students evaluate the user interface, judge the value proposition of the product they demonstrate, and discuss issues of product design, process design and scheduling, inventory management, supply chain management, marketing, and competitors. The students learn about mass customization from both the producer's perspective and the consumer's perspective. Through their own research and the class presentations students are able to develop a better understanding of the implementation requirements and challenges of mass customization. The assignment is highly interactive and has been successfully used in Operations Management and Supply Chain Management courses at under-graduate and graduate levels and at multiple universities. In addition, practitioners interested in implementing a mass customization process can use the assignment as a brainstorming or benchmarking exercise.

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Socioeconomic Status– and Gender‐Based Differences in Students’ Perceptions of E‐Learning Systems

Cited by 21 publications

References 47 publications

A gender lens perspective of the use of social network in higher education in Malaysia and Australia

A gender lens perspective of the use of social network in higher education in Malaysia and Australia

How factors of personal attitudes and learning environments affect gender difference toward mobile learning acceptance

B2C Mass Customization in the Classroom

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