“It's Easier to Be Yourself When You Are Invisible”: Female College Students Discuss Their Online Classroom Experiences.

Autor/in	Sullivan, Patrick
Titel	“It's Easier to Be Yourself When You Are Invisible”: Female College Students Discuss Their Online Classroom Experiences.
Quelle	In: Innovative higher education, (2002) 2, S.129-144Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1023/A:1021109410893
Abstract	Abstract There has been considerable scholarly interest in issues related to gender in the classroom, especially in terms of finding ways in which classrooms might be configured to be more welcoming--and less “chilly”--to female students. There is some evidence to suggest that the online learning environment may provide educators with opportunities to achieve a more female-friendly classroom, and this study was designed to gather information about that question. 125 female college students who had completed at least one online, college-level class were invited to discuss their experiences learning online. These data show that female college students respond to the online environment in a variety of ways. A small group of students indicated that they did not enjoy learning online, while others expressed “mixed” feelings. The majority, however, had positive things to say about their online classroom experiences; and of these, a large number identified “anonymity” as the most important positive aspect of the online learning environment.
Erfasst von	OLC
Update	2023/2/05