Collaborative e-learning - an opportunity to identify and to overcome gender barriers
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AbstractConsidering gender as the social and culture-dependent construction of sex, gender mainstreaming in e-learning takes into consideration the gender perspective for all processes of e-learning. The gender approach does not ignore differences between the sexes but takes into account the distinctive features which have been developed under social and culture-related circumstances. We review the following hypotheses (using data from the Konstanz e-learning system K3): H1 There are gender- and domain-specific differences in course activity (confirmed); H2 Men, independently from their domain of study, tend to take over more prestigious roles in virtual group work, whereas women are willing to take more service-oriented roles (confirmed); H3 Men tend to be more initiative and critical in discourse whereas women act more cooperatively (only partially confirmed); H4 Gender composition in virtual group work has an effect on the performance of virtual work (further work need to be done).