The hidden gender effect in online collaboration: An experimental study of team performance under anonymity

Song, Hyang-gi; Restivo, Michael; Rijt, Arnout van de; Scarlatos, Lori L.; Tonjes, David J.; Orlov, Alex

doi:10.1016/j.chb.2015.04.013

Cited by 14 publications

(5 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The findings of the present study also revealed confidence of male participants in perceiving their abilities to contribute textual and multimedia contents to the internet. However, regarding students' abilities for online collaboration, the agreement between male and female participants of the present study was contrary to previous studies, in which female students outrun their counterparts (Rizal et al, 2021;Song et al, 2015).…”

Section: Discussioncontrasting

confidence: 99%

Gender Difference in Digital Literacy Among Translation Trainees: Self-perceptions and Application Abilities

Yan,

Adi Kasuma,

Amini

2023

IJARPED

View full text Add to dashboard Cite

Driven by the advancement of Information and communication Technology (ICT), ability to apply state-of-the-art technology in translation has become a requirement for professional translators. In the context of translation education, the emphasis of digital literacy as a core competence for trainees were agreed-upon by stakeholders and curriculum developers. Accordingly, the development and inclusion of translation technology courses in a translation training program have pervasively reshaped translation pedagogy in a digital era. However, the investigation on trainees' level of digital literacy, especially from a gender perspective, was rarely practiced in existing literature. The present study embarked on filling the lacunae in our understanding of digital literacy by inquiring into their self-perceived abilities of general ICT and translation-specific technologies. Adopting a mixed-method research design, the research triangulated the findings from a survey of self-perceived level of digital literacy answered by 218 respondents (n=218) and focus group discussions with 28 participants (n=28). The findings rejected the stereotypical view that male students were endowed with greater potential in learning technology-centered knowledge. The gender differences in digital literacy among translation trainees were limited to only a few aspects: creativity in using modern technologies, involvement in online communities, and critical thinking, etc. The research would contribute to the expansion of our knowledge in defining translation learners' digital literacy and understanding the individual difference of trainees in a program.

show abstract

Section: Discussioncontrasting

confidence: 99%

Gender Difference in Digital Literacy Among Translation Trainees: Self-perceptions and Application Abilities

Yan,

Adi Kasuma,

Amini

2023

IJARPED

View full text Add to dashboard Cite

show abstract

“…Therefore, family education might affect entrepreneurial intention and practical competence, leading to a better team relationship. When female learners take on the role of manager, they facilitate collaboration in a team and the gender composition of online learning impacts the team performance (Beddoes & Panther, 2018 ; Song et al, 2015 ). Kariv et al ( 2019 ) found that while experienced entrepreneurial learners prefer academic projects and nascent/wanna-preneurs might choose non-academic projects that focus on funding, marketing, etc., neither entrepreneurial experience nor educational level or field affected virtual teamwork/team relationships.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of virtual team learning in entrepreneurship education: a survey study

Chen

Sun

et al. 2022

Entrep Educ

View full text Add to dashboard Cite

This study examines the effectiveness of virtual team learning for entrepreneurship competence in the Chinese higher education sector. Related research on the effectiveness of virtual team learning is sparse, especially in the area of entrepreneurship education. We assumed four hypotheses to analyze two sorts of relationships: one between input, respondents’ demographics or characteristics, and mediators, namely virtual teamwork, virtual taskwork, information and communication technology; the other between mediators and output, thus the effectiveness of entrepreneurship education. An online survey was carried out to collect respondents’ perceptions of virtual team learning in entrepreneurship education from teamwork, taskwork, and information and communication technology aspects, considering respondents’ demographics or characteristics. By explaining factors of the team process, the findings show that virtual teamwork, taskwork, and information and communication technology positively affect the entrepreneurial outcome of virtual team learning. Additionally, individual characteristics, including gender, education degree, education field, entrepreneurial family history, and prior entrepreneurial experience have different effects on three elements of virtual teams. The applied model provides a holistic perspective on virtual team learning and explains the association between three sectors. These findings may provide an empirical basis for making decisions in the design and development of entrepreneurship learning and teaching offerings.

show abstract

“…The results revealed that women used text messaging, social media, and online video calls more frequently as compared to men. In another study by Song et al (2015), results indicated no significant gender differences in online collaboration. Liu and Young (2017) found significant gender differences in terms of learning achievement and motivation in an online community-based English reading contest.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 97%

A Cross-cultural Comparison on Students’ Perceptions towards Online Learning

Bhagat

Chang²

2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The aim of this study was to explore cross-country (Taiwan versus India) differences in students' perceptions of online leaning by gender. The self-reported instrument, POSTOL (Perception of Students towards Online Learning), was conducted to the students from Taiwan and India. Of the total 441 respondents, there were 233 students from India and 208 from Taiwan. A 2x2 between-subjects multivariate analysis of variance was employed on the four dimensions of the POSTOL scale. This scale consists of four dimensions: instructor characteristics, social presence, instructional design, and trust. Results showed that there were significant differences, between India and Taiwan, in the perception of students towards online learning. However, there was no significant interaction effect of country by gender. Findings indicated that culture did influence students' perceptions towards online learning. There is a need to raise awareness about factors that may affect online learning experience and to provide guidance and for practice and future work.

show abstract

The hidden gender effect in online collaboration: An experimental study of team performance under anonymity

Cited by 14 publications

References 37 publications

Gender Difference in Digital Literacy Among Translation Trainees: Self-perceptions and Application Abilities

Gender Difference in Digital Literacy Among Translation Trainees: Self-perceptions and Application Abilities

Effectiveness of virtual team learning in entrepreneurship education: a survey study

A Cross-cultural Comparison on Students’ Perceptions towards Online Learning

Contact Info

Product

Resources

About