Temporal perspective on the gender-related differences in online learning behaviour

Abstract

Although several studies suggested considering gender in online learning, the literature about how male and female students would behave is fragmented. Little attention has been paid to the effect of gender on online learning behavioural patterns. This study aimed at investigating the roles of gender in online learning behaviours by analyzing the gender-related differences of students’ online learning behavioural patterns. We used the case study approach with descriptive statistical analysis, lag sequential analysis, and temporal log data analysis to investigate gender-related differences in students’ online learning behaviours. The results indicated no significant difference in the counts of occurrence of online single learning behaviours between female and male students. However, differences were observed in online learning behaviour patterns and how the online learning activities were performed over time. Females were more active in learning behaviours associated with achievement reports and peer list viewing. They tended to view their achievement reports before starting the main course learning activities, indicating that female students might be achievement-oriented. The findings provide further insights from a temporal perspective about how gender is associated with online learning. Implications on designing personalized online learning interventions based on considering gender-related differences are also discussed.