ArticleHeliyon2023
Effects of gender diversity on college students' collaborative learning: From individual gender to gender pairing.
Article in Heliyon, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
8 citing papers in PubMed.
- Cooperative learning in anatomy: Comparing virtual avatars and human specimens.Anatomical sciences education · 2026Trial
- Observational
- Changing the landscape of medical anatomy education: impact of flipped classroom pedagogy on learning outcomes and perceptions of medical students in practical gastrointestinal anatomy.BMC medical education · 2026Article
- Social development level, digital literacy, problematic social network use and online collaborative learning in higher vocational medical students: mediating and moderating effects.BMC medical education · 2026Article
- Teacher activities and student participation in university classrooms: a cross-sectional study in the technological era.Scientific reports · 2026Article
- Mentorship Quality and Leadership Development in Saudi Nursing Education: A Cross-Sectional Analysis.Nursing reports (Pavia, Italy) · 2026Article
- The Effectiveness of Live and Prerecorded Video Demonstrations in Teaching Restorative Dentistry to Undergraduate Students: Cohort Study.JMIR formative research · 2025Article
- Experiences with online group work among master's students in health sciences: a qualitative study.BMC medical education · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study investigated the effects of gender and gender pairing on behaviors and social interaction during collaborative learning in a blended learning environment. Three types of pairing (all-female, all-male, and mixed) were considered in an empirical study with 44 undergraduate students. The results revealed that, first, female students were more likely to perform well in listening, talking, and integrating during class, and in the quality of posts after class, whereas male students tended to engage more in irrelevant behavior in collaboration. Second, same-gender groups were more active in collaborative discussion, but all-male groups performed worst in quality of posts after class. Third, both male and female students were more active in same-gender groups than in mixed groups. Finally, same-gender groups tended to have greater interpersonal connectedness than mixed-gender groups. The paper ends with a list of practical implications for facilitating effective collaborative learning in co-educational college classrooms.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.