Computer-mediated discussion, self-efficacy and gender

In the context of hybrid instruction, this study was designed to explore whether gender has an influence on learners’ preferences for synchronous or asynchronous modes of computer-mediated communication, and whether this decision impacts learners’ self-efficacy (SE) towards knowledge acquisition. The participants were 180 teacher-education students (151 females and 29 males) enrolled in a hybrid (blend of traditional classroom instruction and online learning activities) foundations course at a United States research university with a proportionally high percentage of full-time commuters and/or distance enrolees. The findings showed that, regardless of gender, two-thirds of the participants preferred asynchronous modes over synchronous ones. In addition, gender was weakly related to the participants’ SE in both modes. Linear regression indicated that SE, in turn, was weakly related to academic performance. The implications of these findings for instructional practice are discussed. Introduction As computers rose to be a cutting-edge technology in the 1980s, the Internet became the cutting-edge technology in the 1990s (Schumacher & Morahan-Martin, 2001), which led to the relatively new arena of online course delivery. Online learning is clearly different from traditional learning environments, which compels us to explore and examine learning strategies associated with this novel environment (Picciano, 2002; Wadsworth, Husman, Duggan & Pennington, 2007). Fundamentally, computermediated communication (CMC), either in hybrid instruction or online learning, offers great flexibility, particularly with regard to learner preferences for communication modes and learning activities. Hybrid instruction, or hybrid courses, refers to classes in which a blend of both traditional classroom instruction and online learning activities are utilised, including synchronous and asynchronous communication modes. British Journal of Educational Technology Vol 40 No 6 2009 999–1013 doi:10.1111/j.1467-8535.2008.00889.x © 2008 The Authors. Journal compilation © 2008 Becta. Published by Blackwell Publishing, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA. The quality of group discussion and interaction is pivotal to the success of online learning (Wang & Lin, 2007). Online discussion is typically text-based, and can be conducted asynchronously and/or synchronously. Asynchronous CMC creates an environment for discussion that removes some of the barriers to student participation, because the students can access their online classroom anytime and anywhere (Wu & Hiltz, 2004). Additionally, in the asynchronous format, the delayed communication typically utilises a discussion board, electronic mailing lists, blogs or even Wikipediatype communication tools, whereas synchronous discussions require a chat room or instant messenger-type tool. In synchronous communication, students meet at the same time but not necessarily in the same place as other students. Other barriers overcome by the asynchronous format are distance and time, thus allowing students to learn from peers and their instructor. However, asynchronous discussion transpires slowly and requires commitment from all participants to attend often for short periods of time rather than one time for an extended period as in the synchronous mode, which is tantamount to live, virtual interaction, even though it is typically in text-based mode. The immediacy in this mode is valuable but, of course, requires participants to log on simultaneously. Synchronous communication also requires higher Internet bandwidth than asynchronous. The availability to choose communication modes seems to influence self-efficacy (SE) levels of learners which, in turn, can affect learning motivation (Brophy, 2004; Zimmerman, 2000). Differential gender attitudes towards the use of computer technology have been discussed for years (eg, Anderson & Haddad, 2005; Bulter, Ryan & Chao, 2005; DeNeui & Dodge, 2006; Karma, 1994; Ory, Bullock & Burnaska, 1997; Wilson, Kickul & Marlino, 2007), and likewise have become a focus in teacher education (Sanders, 1997). In early days, females tended to express negative attitudes and less confidence towards technology use when engaged in computer-mediated learning environments (eg, Dambrot, 1985; Gutek & Bikson, 1985; Neuman, 1991). As computer technology became pervasive, one would think this gender gap might no longer exist. Interestingly, several current gender studies involving online learning show a reversal. In a large scale survey study, Bulter et al (2005) reported that females demonstrated greater career-related information technology (IT) skills than males on basic computer skills, spreadsheet programmes, database programs and website creation. In addition, not only did the female students in the study demonstrate greater IT skills than the males, but they placed higher value on those skills, demonstrated greater use of computer-mediated platforms (eg, BlackboardTM) for learning and outperformed males in academic achievement in the online setting (DeNeui & Dodge, 2006). Yet, on the other hand, in the context of a master’s-level Teaching English as a Second Language course, the gender issue was irrelevant in fostering interaction in threaded discussion (William &