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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.
摘要：
这项研究调查了性别和性别配对对混合学习环境中协作学习期间行为和社交互动的影响。三种类型的配对(全女性，全男性,和混合)在一项对44名本科生的实证研究中被考虑。结果显示,首先,女学生更有可能在听力方面表现良好，说话,在课堂上整合，在课后职位的质量上，而男学生倾向于在合作中更多地从事不相关的行为。第二,同性别群体在合作讨论中更加活跃，但是全男性群体在课后的职位质量表现最差。第三，男女学生在同性别组中比在混合组中更活跃.最后,同性别群体往往比混合性别群体有更大的人际关系。本文最后列出了在男女同校的大学教室中促进有效的协作学习的实际意义。
