E-Learning's Gender Factor
Tell a boy he needs to take a virtual math class that will focus on graphing, ratios, mean, and median, and the announcement might elicit a yawn. Then tell him that this online math class will use baseball to teach those concepts and, if he’s a fan, he’s likely to be enthusiastic.
That’s what Jamey T. Fitzpatrick, the president and CEO of Michigan Virtual University, was banking on when his virtual school created the Mathematics of Baseball course. In partnership with the Baseball Hall of Fame, in Cooperstown, N.Y., the course uses baseball statistics, base running, coaching decisions, and baseball-field design to teach mathematical concepts.
“We designed this knowing there’s a hook there for boys,” Fitzpatrick says. “Our goal here is to figure out how to differentiate instruction and increase relevance, which is so important to gaining kids’ interest and desire to learn more.”
In addition to Michigan Virtual University’s math course aimed at boys, a consortium of private girls’ schools launched the first virtual school just for girls this year. And the Research Center for Educational Technology is working on an online course that aims to help attract girls to careers in science and math. Even schools that don’t plan to separate the sexes in online classes are thinking hard about the different ways boys and girls may learn.
“The benefit of online learning is that you can approach a set of learning objectives in various ways,” says Richard E. Ferdig, a research professor at the Research Center for Educational Technology based at Kent State University, in Kent, Ohio.
‘Engaging and Relevant’
The research on how boys and girls behave and learn in the classroom and online can be contradictory and controversial, though. Some studies and experts claim a clear distinction in the way boys and girls tackle academics, while others have found little or no difference.
A 2005 research review on the subject by Jo Sanders, an expert on gender-equity issues and technology use who has written several books on the topic, cited some of those discrepancies. But it did find studies showing that when students could freely choose, girls opted to work collaboratively on the computer while boys chose to work individually. Girls were more interested in partnerships online; boys liked to compete.
Choose an area of interest for particular academic units that cater to the likely interests of either boys or girls. For example, one school uses baseball statistics to teach mathematical concepts to boys, while some girls-only literature classes feature prominent female authors.
Allow students to customize their online experiences by letting them choose color backgrounds for the course interfaces, having them design avatars, or virtual representations of themselves, to interact with content, and by letting them customize a course setup to play to their preferences.
Put a heavy emphasis on online collaboration for girls, such as using wikis to work together on projects or by sharing information via social-networking sites. However, keep in mind that many boys also prefer collaborative activities.
Include more opportunities for competitive activities and gaming for boys. But researchers stress that a growing number of girls enjoy competitive activities and gaming.
A study the same year of middle school students’ computer use, conducted by Alice A. Christie, an associate professor of technology and education at Arizona State University in Phoenix, found that girls used computers more often for social interaction and for word processing and working on homework, while boys spent more time playing games or seeking out entertainment.
While Fitzpatrick says Michigan Virtual University’s baseball math course wasn’t designed only for boys (some girls have taken the course), it was geared to boys.
“Our goal is to figure out how to make our online-learning experiences in the area of math as engaging and relevant and fun as they can be,” Fitzpatrick says of the course, which was launched last year and is being taught by a middle school math teacher who also coaches high school baseball.
What Michigan Virtual University found is that those who took the course had an interest in baseball and felt connected to and invested in the subject matter, says Joseph R. Freidhoff, an education research analyst at the virtual school.
“If kids look at some mathematical equation and formulation, they may struggle,” he says. “You ask the average 16-year-old boy about base-hitting percentages, and they have a conceptual framework” for how to tackle calculations around that.
There are some differences in the way boys and girls learn in a standard classroom environment that can be translated to online learning, says Kelley King, the associate director of the Gurian Institute, a research organization in Colorado Springs, Colo., that provides training on the educational needs of boys and girls.
Generally, girls find traditional lectures and note-taking easier to follow, and boys tend to need more visuals and movement, says King, the co-author of Strategies for Teaching Boys and Girls: Elementary Level.
She says an online course for boys might use more games, simulations, and video, and include more competition. It might present information in small chunks, spread through a lesson rather than delivered upfront. An online course for girls might include more information at the start of a lesson and stress collaboration, she says.
Copyright 2009 by Editorial Projects in Education. All rights reserved.
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