Diversity implications of online learning of coding

Mathew LANE, Wan Yee Wendy HUI, Karen MURCIA, Pornpit WONGTHONGTHAM

Research output: Book Chapters | Papers in Conference ProceedingsConference paper (refereed)Researchpeer-review


This article is an exploratory analysis and comparison of the demographic distributions of data collected from the 2016 New Coder Survey, with that obtained from the Integrated Postsecondary Education Data System (IPEDS). In comparing the data sets, the findings suggest that overall females were more likely to engage in online self-paced coding education, particularly when they had no background or previous study in an IT discipline. This contrasted strongly with females having an existing IT qualification. When looking at ethnicity, the research identified that those students who identify as an ethnic minority were more likely to undertake formal tertiary education in IT, rather than engage in online coding study. The research also confirmed that the average age was higher, and diversity of age groups was larger for those undertaking online study, when compared with those undertaking formal tertiary study. The practical implications of this analysis to diversity in Information Technology disciplines such as computer science, and more broadly with STEM-related disciplines are discussed.
Original languageEnglish
Title of host publicationProceedings of the 6th International Conference on Educational Technologies 2019
EditorsPiet Kommers, Tomayess Issa, Pedro Isaías, Wendy Hui
PublisherInternational Association for Development of the Information Society
ISBN (Print)9789898533838
Publication statusPublished - Feb 2019
EventThe 6th International Conference on Educational Technologies 2019 - Lingnan University, Hong Kong, Hong Kong, Hong Kong
Duration: 8 Feb 201910 Feb 2019


ConferenceThe 6th International Conference on Educational Technologies 2019
Abbreviated titleICEDUTECH
Country/TerritoryHong Kong
CityHong Kong
Internet address


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