James W. Hynes, Texas A&M University
Jackie E. Price, Texas A&M University
James R. Lindner, Texas A&M University
Kim E. Dooley, Texas A&M University

Abstract

The purpose of this study was to compare female and male students as they progressed through an asynchronously delivered Web-based course. Content analysis techniques were used to describe student behavior in a graduate course delivered asynchronously. Students had 114 days to complete and submit all materials. No time constraints were placed on students as to when assignments should be submitted. Findings showed that female students engaged earlier, male students remained engaged longer, and female students completed the course sooner than male students. Male and female students’ overall performance in the course as measured by accumulation of points on assignments was similar. Major recommendations include: (1) establishing early engagement activities for both females and males; (2) establishing time-goals and minimal engagement times for all students; and (3) evaluating the appropriateness and effectiveness of feedback provided by faculty on assignments.