Abstract
The impact of mixed teaching teams on learning quality and the outcomes of diverse target groups in a massive open online learning context in the workplace is scarcely analyzed. Insights from gender studies on female role models, research on team teaching in computer science as well as digitally supported learning do not transcend these separate areas and are therefore of restricted explanatory power. Accordingly, this session will answer the research question on how male-only and mixed teaching teams influence IT MOOCs (Massive Open Online Courses) in regard to the proportion of female learners, participation in the discussion forum, and success rates. This study will be backed by the learning data gathered in the time of running two courses about blockchain with 14,000 learners on our MOOC platform openHPI with a mixed teaching team and a male teacher. The courses are conducted entirely online and are open and free of charge. All the material provided can be accessed from any device connected to the Internet. As our MOOCs in the enterprise context address not only employees, but also partners, students and other interested (lifelong) learn-ers we will include a closer look at learners’ socio-demographic background, such as career status, highest degree, professional life, and position. Additionally, we statistically analyze accompanying survey data using research methods in social sciences. Finally, our session will highlight and discuss challenges of mixed teaching teams in IT MOOCs and possible solutions to support gender diverse online learners in the workplace.
Highlights
Social participation and co-creation are tied to the digital world
According to the important discussion about the relevance of female role models to arouse, strengthen, and maintain girls’ and women’s interest in IT [5], we focus on the influence of mixed teaching teams on learning in IT Massive Open Online Courses (MOOCs)
This paper will answer the research question of how male-only and mixed teaching teams influence the proportion of female learners, their participation in the discussion forum, and success rates in IT MOOCs
Summary
Social participation and co-creation are tied to the digital world. While every man and woman should be able to move autonomously in the digitalized world, men have been generally shown to have a greater affinity for the digital world (digital index of 63 points from 100) and on the average higher competency than women (digital index of 54 points) in dealing with the challenges of digitization [1]. “Even though the hard sciences and education overall have become more welcoming toward females, social biases against women’s ‘abilities’ in the STEM fields continue to exist and negatively affect their. Massive Open Online Courses (MOOCs) provide a promising mix of structure (new learning content on a weekly basis, deadlines) and flexibility. Digital teaching and learning do not fulfil gender diversity in a wide scope: female instructors as well as participants are still a minority in IT MOOCs. We intend to identify influencing factors to facilitate female contribution and attendance in digitally supported learning. According to the important discussion about the relevance of female role models to arouse, strengthen, and maintain girls’ and women’s interest in IT [5], we focus on the influence of mixed teaching teams on learning in IT MOOCs
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
