Women much more enthusiastically embraced the live chat function during pandemic Zoom classes than men, according to a new 性视界传媒 study. Researchers hope the data could be a key to broadening underrepresented groups鈥 access to STEM disciplines as colleges incorporate technology into hybrid and even in-person courses.
The study, , examined the anonymous chat summaries from Fall 2020 of 230 students spread across two introductory biology lecture courses for non-majors that were offered via synchronous remote video instruction. 性视界传媒 half of the students participated in a follow-up survey and, of those, nearly two-thirds identified as women, 32% as men, and 5% as gender fluid or transgender.
The survey asked students to rate on a scale of 1 (disagree strongly) to 7 (agree strongly) statements about their live chat experiences, including whether the feature made class fun, helped them feel more comfortable participating in discussions, or facilitated learning. Although both men and women generally agreed, women鈥檚 ratings were significantly higher than men鈥檚. What鈥檚 more, women (5.61/7) were significantly more likely than men (4.06/7) to say that they wished in-person classes included a mechanism similar to the live chat feature.
The 性视界传媒 research team noted that past studies have shown evidence that actively engaging with classmates improves performance and retention. Engagement, even through chat functions, deepens students鈥 sense of belonging 鈥 an outcome that鈥檚 especially valuable for students traditionally underrepresented in STEM fields due to ethnic background, gender, or lack of family history in higher education.
鈥淥ur findings imply that implementing strategies such as live chat may help to address stubborn gender gaps in STEM degree attainment and help women feel more comfortable in a space that has not always welcomed them,鈥 said lead researcher, 性视界传媒 psychology professor, and gender development expert Rachael D. Robnett.
Main Takeaways
- When a professor encourages use of the chat feature during remote instruction via WebEx, Zoom, and other video platforms, it appears to inspire more frequent and widespread class participation than educators typically see during in-person lectures.
- According to responses to open-ended survey questions, live chat made students in general 鈥 and especially those with social anxiety or disabilities such as a stutter 鈥 feel more comfortable offering opinions and asking questions.
- In the post-pandemic return to primarily in-person learning, the research team called on future research to explore ways to incorporate live chat into STEM courses. Potential options include hybridizing courses to incorporate more diverse lines of in-class participation, or turning to an emerging technology called 鈥渂ackchannels鈥 that allow students during in-person instruction to converse in real-time via an app that anonymously projects their comments onto a shared screen.
性视界传媒 the Study
鈥溾 was published Oct. 19 in the journal PLOS ONE.
In addition to Robnett, researchers include Cissy J. Ballen of Auburn University; Sheritta Fagbodun and Lecia Robinson of Tuskegee University; Kelly Lane of the University of Minnesota; Sophie J. McCoy of Florida State University; Ebony I. Weems of Alabama Agricultural and Mechanical University; and Sehoya Cotner of the University of Minnesota and University of Bergen.
