scholarly journals Gender Differences in the Amount and Type of Student Participation During In-Person and Virtual Classes in Academic Medicine Learning Environments

2022 ◽  
Vol 5 (1) ◽  
pp. e2143139
Author(s):  
Sara J. Cromer ◽  
Kristin M. D’Silva ◽  
Neelam A. Phadke ◽  
Emma Lord ◽  
Nancy A. Rigotti ◽  
...  
Keyword(s):  
Gender Differences ◽  
Learning Environments ◽  
Academic Medicine ◽  
Student Participation ◽  
Virtual Classes

Gender Differences in E-Learning

2012 ◽  
pp. 175-191
Author(s):  
Richard D. Johnson
Keyword(s):  
Gender Differences ◽  
Learning Environments ◽  
Social Presence ◽  
Peer Communication ◽  
Web Based ◽  
Communication Processes ◽  
E Learning ◽  
Communication Differences ◽  
Using Data ◽  
Course Outcomes

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.

scholarly journals Gender Differences in Academic Medicine

2018 ◽  
Vol 93 (11) ◽  
pp. 1694-1699 ◽  
Author(s):  
Phyllis L. Carr ◽  
Anita Raj ◽  
Samantha E. Kaplan ◽  
Norma Terrin ◽  
Janis L. Breeze ◽  
...  
Keyword(s):  
Gender Differences ◽  
Academic Medicine

scholarly journals Gender Differences in Retention and Promotion Among Generalists Who Graduated From Research-Intensive Fellowships

2019 ◽  
Vol 11 (5) ◽  
pp. 535-542 ◽  
Author(s):  
Krisda H. Chaiyachati ◽  
Joshua M. Liao ◽  
Gary E. Weissman ◽  
Rebecca A. Hubbard ◽  
Anna U. Morgan ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Gender Differences ◽  
Logistic Regression ◽  
Network Analysis ◽  
Family Medicine ◽  
Academic Medicine ◽  
Odds Ratio ◽  
Gender Disparities ◽  
Network Characteristics ◽  
Community Membership

ABSTRACT Background Generalists who pursue research-intensive fellowships develop research skills and mentor-mentee relationships. Whether gender disparities in retention and promotion exist among this research-trained cohort is understudied. Objective We measured whether disparities exist among graduates of research-intensive fellowships and how mentorship influences them. Methods We surveyed generalists (internal medicine, pediatrics, family medicine, combined internal medicine–pediatrics) between July and August 2016 who graduated from research-intensive fellowships. Generalists (“mentees”) were asked whether they remained or were promoted, and to name up to 10 influential mentors during or within 5 years of fellowship. Multivariable logistic regression estimated associations between mentee gender and retention and promotion. Next, we separately included 3 network characteristics: (1) mentee degrees (number of mentors reported per mentee); (2) mean mentor betweenness centrality (importance of each mentor within the network); and (3) largest community membership (mentee status in the largest interconnected mentor-mentee group within the network). All models adjusted for generalists' race, specialty, fellowship institution, and publications. Results One hundred sixty-two graduates (51%) representing 19 institutions responded. In adjusted analyses, compared to men, women were as likely to remain in academic medicine (odds ratio [OR] 1.88; 95% confidence interval [CI] 0.72–4.89; P = .20), but less likely to be promoted within 5 years of fellowship (OR 0.26; 95% CI 0.09–0.80; P = .018). Inclusion of network measures did not alter these associations. Conclusions Despite remaining in academic medicine as frequently as their male counterparts, fellowship-trained women were promoted less often. Features of mentors, measured using network analysis, may not explain these observed differences.

Is This Your Best Work?

2018 ◽  
pp. 1535-1545
Author(s):  
Cynthia J. Benton
Keyword(s):  
Online Learning ◽  
Student Success ◽  
Student Learning ◽  
Learning Environments ◽  
Classroom Practices ◽  
Student Participation ◽  
Online Course ◽  
Online Classroom ◽  
Online Learning Environments ◽  
Student Responses

This chapter summarizes both psychological and achievement considerations for student participation in online learning environments. Using journaling, student responses, and interviews, this study yielded consistent conclusions regarding the need for supported and interactive opportunities for students to interact with both peers and the instructor of the online course. Online classroom practices are described, and a number of issues contributing to student success and satisfaction are summarized. Future concerns for practices in online instruction and student learning are described.

Participation and Interaction in Learning Environments

2015 ◽  
pp. 111-131 ◽  
Author(s):  
Oskar Casquero ◽  
Manuel Benito ◽  
Jesús Romo ◽  
Ramón Ovelar
Keyword(s):  
Learning Environments ◽  
Student Participation ◽  
Virtual Learning Environment ◽  
Digital Data ◽  
Learning Networks ◽  
Personal Learning ◽  
Learner Participation ◽  
Online Higher Education ◽  
Personal Learning Environments ◽  
Education Courses

It is commonly argued that learner participation and interaction can be enhanced by the use of Personal Learning Environments (PLEs). However, this idea has yet to be reflected in practice. In this sense, researchers are encouraged to do more empirical research in order to know whether PLEs could allow the transference of the participative and networked nature of Web 2.0 to the institutional sphere. In this sense, this paper presents a differential study in which the authors analyzed student participation and interaction when working with a Virtual Learning Environment (VLE) and a PLE in two online, higher education courses. With that aim in mind, participation measures were calculated and social network analysis was performed on the digital data collected from the learning environments. The findings reflect the effectiveness of a PLE over a VLE for facilitating student participation and for assisting students in the creation of more cohesive learning networks.

The Benefits and Unanticipated Challenges in the Use of 3D Virtual Learning Environments in the Undergraduate Media Arts Curriculum

2010 ◽  
pp. 236-258 ◽  
Author(s):  
Denise Wood
Keyword(s):  
Learning Environments ◽  
Generation Y ◽  
Second Life ◽  
Undergraduate Curriculum ◽  
Media Arts ◽  
Arts Curriculum ◽  
Virtual Classes ◽  
International Experts ◽  
3D Virtual Environments ◽  
3D Virtual Learning Environments

This chapter describes the benefits as well as the unanticipated challenges in engaging undergraduates in immersive experiences within the 3D virtual environment, Second Life. The chapter draws on trials of three undergraduate courses in which students attended virtual classes and undertook media-related activities in Second Life. International experts conducted synchronous virtual guest presentations in all three courses. Media arts students designed immersive games using Second Life tools and the final-year students created virtual portfolios. The findings from student evaluations suggest both benefits and challenges in the use of 3D virtual environments in the undergraduate curriculum. In discussing these findings, the author challenges assumptions about the readiness of ‘Generation Y’ students to adapt easily to such learning environments. The final section of thechapter outlines proposed strategies for addressing the identified challenges.

Is This Your Best Work?

2014 ◽  
pp. 82-91
Author(s):  
Cynthia J. Benton
Keyword(s):  
Online Learning ◽  
Student Success ◽  
Student Learning ◽  
Learning Environments ◽  
Classroom Practices ◽  
Student Participation ◽  
Online Course ◽  
Online Classroom ◽  
Online Learning Environments ◽  
Student Responses

This chapter summarizes both psychological and achievement considerations for student participation in online learning environments. Using journaling, student responses, and interviews, this study yielded consistent conclusions regarding the need for supported and interactive opportunities for students to interact with both peers and the instructor of the online course. Online classroom practices are described, and a number of issues contributing to student success and satisfaction are summarized. Future concerns for practices in online instruction and student learning are described.

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