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Gender Differences in Learning through Online Collaboration in a Reserved Society
Abstract
Collaboration during learning leads students to achieve high learning goals because it allows them to exchange ideas, and knowledge and assist each other during the learning process. However, in reserved Arabic societies cross gender socialization is not widespread nor is it encouraged. In this paper the effects of cross gender online collaboration was tested on a group of students working towards a common goal. A bulletin board set up that ensured student anonymity by making it compulsory to use their student numbers rather than names as identifiers resulted in a higher degree of intellectual interaction between the genders. Female students in particular showed a clear improvement in learning in comparison with those who did not participate in the board
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