{"id":16,"date":"2017-08-29T08:31:29","date_gmt":"2017-08-29T06:31:29","guid":{"rendered":"https:\/\/www.kth.se\/blogs\/tel\/?p=16"},"modified":"2017-09-19T11:16:55","modified_gmt":"2017-09-19T09:16:55","slug":"gender-neutrality-improved-completion-rate-for-all","status":"publish","type":"post","link":"https:\/\/www.kth.se\/blogs\/tel\/2017\/08\/gender-neutrality-improved-completion-rate-for-all\/","title":{"rendered":"Gender neutrality improved completion rate for all"},"content":{"rendered":"<div class=\"post-content-wrapper\"><figure style=\"width: 162px\" class=\"wp-caption alignleft\"><a href=\"https:\/\/campi.kth.se\/polopoly_fs\/1.676802!\/image\/swedin_220pxl.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"\" src=\"https:\/\/campi.kth.se\/polopoly_fs\/1.676802!\/image\/swedin_220pxl.jpg\" alt=\"picture of the first author\" width=\"162\" height=\"201\" \/><\/a><figcaption class=\"wp-caption-text\">Maria Svedin<\/figcaption><\/figure>\n<figure style=\"width: 200px\" class=\"wp-caption alignleft\"><a href=\"https:\/\/www.kth.se\/files\/avatar\/balter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium\" src=\"https:\/\/www.kth.se\/files\/avatar\/balter\" alt=\"picture of second author\" width=\"200\" height=\"200\" \/><\/a><figcaption class=\"wp-caption-text\">Olle B\u00e4lter<\/figcaption><\/figure>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>This <a href=\"http:\/\/kth.diva-portal.org\/smash\/record.jsf?pid=diva2%3A1038793&amp;dswid=4866\">study<\/a>\u00a0investigated if we could improve retention by redesigning an online programming course from a gender perspective, while maintaining the focus on preferable and sustainable learning approaches. Three principles for course material design were identified;\u00a0<em>gender neutral and non<\/em>&#8211;<em>biased messages<\/em>,\u00a0<em>emphasize the interdisciplinary approach<\/em>\u00a0and\u00a0<em>link to everyday examples<\/em>. The probability to complete the course increased from 77% to 84% for all students. No changes were made to the assessments.<\/p>\n<p>Our interpretation is that the refurbished course material made more students feel included which increased their motivation to finish.<\/p>\n<h6>In Swedish<\/h6>\n<p>Den h\u00e4r <a href=\"http:\/\/kth.diva-portal.org\/smash\/record.jsf?pid=diva2%3A1038793&amp;dswid=4866\">studien<\/a> har redan beskrivits p\u00e5 flera st\u00e4llen p\u00e5 svenska b\u00e5de som <a href=\"https:\/\/campi.kth.se\/nyheter\/konsneutral-kurs-gjorde-susen-1.676799\">text<\/a> och i <a href=\"http:\/\/urskola.se\/Produkter\/199109-Didaktorn-Konsneutraliserarna\">pod<\/a>-format.<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"<p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; This study\u00a0investigated if we could improve retention by redesigning an online programming course from a gender perspective, while maintaining the focus on preferable and sustainable learning approaches. Three principles for course material design were identified;\u00a0gender neutral and non&#8211;biased messages,\u00a0emphasize the interdisciplinary approach\u00a0and\u00a0link to everyday examples. The probability to [&hellip;]<\/p>\n","protected":false},"author":1072,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"inline_featured_image":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[6,12,4,10,13,9],"tags":[14,15,16,17,18,19,20,21,22,23],"class_list":["post-16","post","type-post","status-publish","format-standard","hentry","category-course-literature","category-engineering-education","category-higher-education","category-hogre-utbildning","category-ingenjorsutbildning","category-kurslitteratur","tag-assist","tag-completion-rate","tag-course-literature","tag-gender","tag-genomstromning","tag-genus","tag-higher-education","tag-hogre-utbildning","tag-kurslitteratur","tag-online"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p8N4zp-g","post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/www.kth.se\/blogs\/tel\/wp-json\/wp\/v2\/posts\/16","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.kth.se\/blogs\/tel\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.kth.se\/blogs\/tel\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.kth.se\/blogs\/tel\/wp-json\/wp\/v2\/users\/1072"}],"replies":[{"embeddable":true,"href":"https:\/\/www.kth.se\/blogs\/tel\/wp-json\/wp\/v2\/comments?post=16"}],"version-history":[{"count":4,"href":"https:\/\/www.kth.se\/blogs\/tel\/wp-json\/wp\/v2\/posts\/16\/revisions"}],"predecessor-version":[{"id":21,"href":"https:\/\/www.kth.se\/blogs\/tel\/wp-json\/wp\/v2\/posts\/16\/revisions\/21"}],"wp:attachment":[{"href":"https:\/\/www.kth.se\/blogs\/tel\/wp-json\/wp\/v2\/media?parent=16"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.kth.se\/blogs\/tel\/wp-json\/wp\/v2\/categories?post=16"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.kth.se\/blogs\/tel\/wp-json\/wp\/v2\/tags?post=16"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}