Lindner, J.R., Dooley, K.E., & Hynes, J.W. (2004). Engagement and performance for female and male students in an online course. The Texas Journal of Distance Learning [Online serial], 1(1). 3-13. Available: http://www.txjdl.org/articles/1/engagement/
Engagement and Performance for Female and Male Students in an Online Course
Abstract
This study compared female and male students' progress through an asynchronously delivered Web-based course. Content analysis techniques were used to describe student behavior in a graduate course delivered using WebCTTM. Students had 114 days to complete and submit all materials. No time constraints were placed on students as to when assignments should be submitted. Findings showed that female students engaged earlier, male students remained engaged longer, and female students completed the course sooner than male students. Male and female students' overall performance in the course as measured by accumulation of points on assignments was similar.