Performance of Men and Women in Graded Team Assignments in MOOCs

This paper analyzes the implications of gender when evaluating team assignments in Massive Open Online Courses (MOOCs). It contributes to the line of research focusing on group work in MOOCs from a gender perspective when peer grading is carried out. In turn, it informs MOOC design. The results are...

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Bibliographic Details
Published in2019 IEEE Learning With MOOCS (LWMOOCS) pp. 30 - 35
Main Authors John, Catrina, Staubitz, Thomas, Meinel, Christoph
Format Conference Proceeding
LanguageEnglish
Published IEEE 01.10.2019
Subjects
Computer aided instruction
Distance Learning
Electronic learning
Gender
Java
MOOC
Online Learning
STEM
Study
Task analysis
Teamwork
Virtual teamwork
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Summary:This paper analyzes the implications of gender when evaluating team assignments in Massive Open Online Courses (MOOCs). It contributes to the line of research focusing on group work in MOOCs from a gender perspective when peer grading is carried out. In turn, it informs MOOC design. The results are based on a study of 6,000+ participants of a set of IT, business, and Design Thinking MOOCs to determine success in gender homogenous and heterogeneous virtual team tasks. The study uses observational data to track individual performance, based on gender, in online courses. Even though men were over represented, individual female performance in team assignments is shown to be significantly better than male performance. The results speak for successful teamwork in online courses on the one hand and open up further opportunities for good performance of women in STEM disciplines on the other hand.
DOI:10.1109/LWMOOCS47620.2019.8939654