An exploratory study of the effects of gender on student learning and class participation in an internet-based MBA course

Internet-based instruction is gaining acceptance as an alternative to the traditional classroom setting. However, since it is a relatively new means of communicating knowledge, research on ifs effectiveness is still in its infancy. This means that questions that have been thoroughly studied for traditional classrooms may need to be revisited for internet-based courses. One question is: Do men and women have differing levels of learning and participation in an internet-based course? In an initial attempt to answer this question, this study reports on the results of comparing men and women in an asynchronous MBA course. There were no significant differences in learning, and moderately significant differences in class participation Men reported more difficulty interacting in the course, and interaction difficulty was a significant predictor of class participation. The article concludes by using the findings to provide implications and recommendations for institutions seeking to develop internet-based courses and programs.