Gender differences in collaborative learning over online social networks : epistemological beliefs and behaviors

Rosanna Y.-Y. CHAN, Jie HUANG, Diane HUI, Silu LI, Peng YU

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

4 Citations (Scopus)

Abstract

Online social networks are popular venues for computer-supported collaborative work and computer-supported collaborative learning. Professionals within the same discipline, such as software developers, often interact over various social network sites for knowledge updates and collective understandings. The current study aims at gathering empirical evidences concerning gender differences in online social network beliefs and behaviors. A total of 53 engineering postgraduate students were engaged in a blogging community for collaborative learning. Participants' beliefs about collaboration and nature of knowledge and knowing (i.e. epistemological beliefs) are investigated. More specifically, social network analysis metrics including in-degree, out-degree, closeness centrality, and betweenness centrality are obtained from an 8-interval longitudinal SNA. Methodologically speaking, the current work puts forward mixed methods of longitudinal SNA and quantitative beliefs survey to explore online social network participants' beliefs and behaviors. The study's findings demonstrate significant gender differences in collaborative learning through online social networks, including (1) female engineering postgraduate students engage significantly more actively in online communications, (2) male engineering postgraduate students are more likely to be the potential controllers of information flows, and (3) gender differences exist in belief gains related to social aspects, but not individual's epistemic aspects. Overall, participants in both genders demonstrated enhanced beliefs in collaboration as well as the nature of knowledge and knowing.
Original languageEnglish
Pages (from-to)234-250
Number of pages17
JournalKnowledge Management and E-Learning
Volume5
Issue number3
Publication statusPublished - Sep 2013

Fingerprint

Bayesian networks
gender-specific factors
social network
Students
Computer supported cooperative work
learning
Social aspects
engineering
Electric network analysis
Controllers
student
Communication
information flow
network analysis
social behavior
Online social networks
Collaborative learning
Gender differences
speaking
communications

Keywords

  • Collaborative learning
  • Engineering education
  • Epistemology
  • Gender differences
  • Online social networks (OSNs)

Cite this

CHAN, Rosanna Y.-Y. ; HUANG, Jie ; HUI, Diane ; LI, Silu ; YU, Peng. / Gender differences in collaborative learning over online social networks : epistemological beliefs and behaviors. In: Knowledge Management and E-Learning. 2013 ; Vol. 5, No. 3. pp. 234-250.
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abstract = "Online social networks are popular venues for computer-supported collaborative work and computer-supported collaborative learning. Professionals within the same discipline, such as software developers, often interact over various social network sites for knowledge updates and collective understandings. The current study aims at gathering empirical evidences concerning gender differences in online social network beliefs and behaviors. A total of 53 engineering postgraduate students were engaged in a blogging community for collaborative learning. Participants' beliefs about collaboration and nature of knowledge and knowing (i.e. epistemological beliefs) are investigated. More specifically, social network analysis metrics including in-degree, out-degree, closeness centrality, and betweenness centrality are obtained from an 8-interval longitudinal SNA. Methodologically speaking, the current work puts forward mixed methods of longitudinal SNA and quantitative beliefs survey to explore online social network participants' beliefs and behaviors. The study's findings demonstrate significant gender differences in collaborative learning through online social networks, including (1) female engineering postgraduate students engage significantly more actively in online communications, (2) male engineering postgraduate students are more likely to be the potential controllers of information flows, and (3) gender differences exist in belief gains related to social aspects, but not individual's epistemic aspects. Overall, participants in both genders demonstrated enhanced beliefs in collaboration as well as the nature of knowledge and knowing.",
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Gender differences in collaborative learning over online social networks : epistemological beliefs and behaviors. / CHAN, Rosanna Y.-Y.; HUANG, Jie; HUI, Diane; LI, Silu; YU, Peng.

In: Knowledge Management and E-Learning, Vol. 5, No. 3, 09.2013, p. 234-250.

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

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