Engaging girls with computers through software games
Communications of the ACM
Designing Web-based training: how to teach anyone anything anywhere anytime
Designing Web-based training: how to teach anyone anything anywhere anytime
Learner outcomes in an asynchronous distance education environment
International Journal of Human-Computer Studies
Information Systems Research
A Comparative Study of Distributed Learning Environments on Learning Outcomes
Information Systems Research
Toward a more robust theory and measure of social presence: review and suggested criteria
Presence: Teleoperators and Virtual Environments
"Alone together?": exploring the social dynamics of massively multiplayer online games
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Differential social attributions toward computing technology: An empirical investigation
International Journal of Human-Computer Studies
International Journal of Human-Computer Studies
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Although previous research has suggested that women may be at a learning disadvantage in e-learning environments, this study examines communication differences between women and men, arguing that women's communication patterns may provide them with a learning advantage. Using data from 303 males and 252 females, this paper discusses gender differences in course communication processes and course outcomes in a web-based introductory information systems course. Results indicate that women communicated more, perceived the environment to have greater social presence, were more satisfied with the course, found the course to be of greater value, and had marginally better performance than men. Despite the challenges facing women in e-learning environments, the results of this study suggest that e-learning environments that allow for peer to peer communication and connectedness can help females overcome some of these disadvantages. Implications for research and practice are also discussed.