Participation and Performance by Gender in Synchronous Online Lectures: Three Unique Case Studies during Emergency Remote Teaching

Autor/inn/en	Nichols, Sierra C.; Xia, Yongyong Y.; Parco, Mikaylie; Bailey, Elizabeth G.
Titel	Participation and Performance by Gender in Synchronous Online Lectures: Three Unique Case Studies during Emergency Remote Teaching
Quelle	In: Journal of Microbiology & Biology Education, 23 (2022) 1, (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bailey, Elizabeth G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7877
Schlagwörter	Online Courses; Synchronous Communication; Educational Technology; Gender Differences; Distance Education; Biology; Science Instruction; COVID-19; Pandemics; Equal Education; Student Participation; Grades (Scholastic); Womens Education; STEM Education; Gender Bias; College Science; Undergraduate Students; Private Colleges + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Geschlechterkonflikt; Distance study; Distance learning; Fernunterricht; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Notenspiegel; 'Women''s education'; Frauenbildung; STEM; Geschlechterstereotyp; Privathochschule
Abstract	Studies have documented that men's voices are generally heard more than women's voices in face-to-face undergraduate biology classes, and some performance gaps have also been documented. Some of the few studies on gender equity in traditional online biology education suggest that women participate more and perform better in asynchronous online courses compared to men. While much is known about emergency remote teaching during the COVID-19 pandemic exacerbating existing inequities generally, studies are needed about the impact of specific emergency remote teaching practices on specific groups such as women. In this study, we performed an in-depth investigation of three life sciences classrooms that utilized synchronous online lectures during the pandemic. We observed each class throughout the semester, quantified participation behaviors, and investigated the role of student gender. We also compared final course grades by gender. On average, we found that men participated more than women both verbally and by chat. These differences were not significant for each class individually, but the differences align with the face-to-face patterns seen in this population previously. Our results also hint that men's chat comments may be more likely to be acknowledged than women's chats by peers. We found evidence of greater performance disparities favoring men than seen previously before the pandemic, but not in all classes. We discuss implications for instructors conducting emergency remote teaching as well as the need for larger studies to test the replicability of our results. (As Provided).
Anmerkungen	American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01