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Gender Differences of Egyptian Undergraduate Students’ Achievements in Online Collaborative Learning

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Mobility for Smart Cities and Regional Development - Challenges for Higher Education (ICL 2021)

Part of the book series: Lecture Notes in Networks and Systems ((LNNS,volume 389))

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Abstract

This paper investigates the effect of gender on 141 Egyptian undergraduate students’ achievements in online collaborative learning (OCL). It is Part two of a study that examined students’ perceptions of online learning vs. Face to Face (FTF) learning. 66 students represent the FTF CL control group: (16 females (24.2%) & 50 males (75.8%), and 75 represent the OCL experimental group: (35 females (46.7%) & 40 males (53.3%). Results of independent t-test showed that females outperformed males because they are usually self-directed and have better communication skills and online presence. A comparison of students’ group scores in the OCL assignment based on percentages showed that sole-female groups scored the highest average percentage, followed by mixed groups whose scores were significantly high compared to the least percentage obtained by the sole-male groups. Findings suggest that gender-diverse balanced groups have the best opportunity to produce quality group work assignments and benefit from the complementary traits of both genders.

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Author information

Authors and Affiliations

  1. Department of English Language and Literature, Faculty of Arts and Humanities, The British University in Egypt, El Sherouk City, Suez Desert Road, P.O. Box 43, Cairo, 11837, Egypt

    Wesam Khairy Morsi & Hala Medhat Assem

  2. Department of Architecture, Faculty of Engineering, The British University in Egypt, El Sherouk City, Suez Desert Road, P.O. Box 43, Cairo, 11837, Egypt

    Wesam Khairy Morsi & Hala Medhat Assem

Authors
  1. Wesam Khairy Morsi
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  2. Hala Medhat Assem
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Corresponding author

Correspondence to Wesam Khairy Morsi .

Editor information

Editors and Affiliations

  1. CTI Global, Frankfurt am Main, Germany

    Michael E. Auer

  2. Technische Universität Dresden, Dresden, Sachsen, Germany

    Hanno Hortsch

  3. Technische Universität Dresden, Dresden, Sachsen, Germany

    Oliver Michler

  4. Technische Universität Dresden, Dresden, Sachsen, Germany

    Thomas Köhler

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Morsi, W.K., Assem, H.M. (2022). Gender Differences of Egyptian Undergraduate Students’ Achievements in Online Collaborative Learning. In: Auer, M.E., Hortsch, H., Michler, O., Köhler, T. (eds) Mobility for Smart Cities and Regional Development - Challenges for Higher Education. ICL 2021. Lecture Notes in Networks and Systems, vol 389. Springer, Cham. https://doi.org/10.1007/978-3-030-93904-5_88

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