Do Gender and Country of Origin Based Differences Matter for Online Learning?
Con Korkofingas and Joseph Macri
Department of Economics, Macquarie University, Australia
Volume 14: 2019, pp. 5-30; ABSTRACT
The rapid changes in technology and globalization have been important factors in the transformation, delivery and changing landscape of higher education services over the past 15-20 years. Many university courses are now delivered with online components and to a changing student cohort mix which feature greater proportions of women and international students. However, the effectiveness of online participation and online tools in the face of these changes in the higher education landscape is ambiguous. We seek to address three questions. First, does overall online participation, in a blended learning environment, improve student learning outcomes? Second, do various components of online participation impact differently on overall student performance? Third, is the effectiveness of the online components on student performance different for different sub-cohorts within overall student cohorts? The results suggest (1) overall online participation improves student learning outcomes (2) different components of online participation impact differently on overall student performance and (3) the use and impact of online tools on academic performance varies between gender and country of origin student sub-cohorts.
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