{"id":{"repo_id":"ncsu","oai_identifier":"oai:repository.lib.ncsu.edu:1840.16/4904"},"canonical_url":"https://search.dev.ndltd.org/etd/ncsu/oai:repository.lib.ncsu.edu:1840.16/4904","repository":{"repo_id":"ncsu","name":"North Carolina State University","base_url":"https://repository.lib.ncsu.edu/server/oai/request"},"display":{"title":"Cyber Connections Across Age and Gender Differences: How Communication Technologies Enhance Social Communication in Learning Communities in Online College Courses","abstract":"The purpose of this study was to determine if age and gender had an effect on how students use communication technologies and the students' use of non-task social communications in online college courses at a community college. Descriptive statistics were used for this study. Fisher's exact tests were used to analyze the students' use of discussion board and virtual café based on age and gender. A One-way Analysis of Variance was used to analyze if there was any difference in social communication based on age and gender. T-tests were used to find out if the use of different communication tools had an effect upon social communication. The analysis revealed the following findings: (a) that there was no significant difference in the participant's use of discussion boards and virtual café based on age and gender; (b) that there was no significant difference in social communication based on age and gender; (c) no significant difference among communication tools that would increase social communication; (d) Online group discussion forums were not used more for social communications than other discussion boards and the virtual café, and (e) the pre and post questionnaires revealed that there was a positive increase in the following responses: online education is an excellent medium for social interaction; respondent's comfort level from pre to post questionnaire that they felt comfortable conversing in the online environment, and that respondents strongly agreed that online education was an excellent way for them to learn. The study's results provided no evidence that the use of communication technologies and social communications are based on age and gender.","abstract_html":"The purpose of this study was to determine if age and gender had an effect on how students use communication technologies and the students' use of non-task social communications in online college courses at a community college. Descriptive statistics were used for this study. Fisher's exact tests were used to analyze the students' use of discussion board and virtual café based on age and gender. A One-way Analysis of Variance was used to analyze if there was any difference in social communication based on age and gender. T-tests were used to find out if the use of different communication tools had an effect upon social communication. The analysis revealed the following findings: (a) that there was no significant difference in the participant's use of discussion boards and virtual café based on age and gender; (b) that there was no significant difference in social communication based on age and gender; (c) no significant difference among communication tools that would increase social communication; (d) Online group discussion forums were not used more for social communications than other discussion boards and the virtual café, and (e) the pre and post questionnaires revealed that there was a positive increase in the following responses: online education is an excellent medium for social interaction; respondent's comfort level from pre to post questionnaire that they felt comfortable conversing in the online environment, and that respondents strongly agreed that online education was an excellent way for them to learn. The study's results provided no evidence that the use of communication technologies and social communications are based on age and gender.","abstract_has_math":false,"creators":["Page Carpenter, Pam"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["William Deluca, Ed.D., Committee Chair"],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-11-05","date_published":"2006-11-05","updated_at":"2026-08-21T22:21:56Z","subjects":["learning communities","social communities","online learning","age","gender","online college courses","communication technologies","distance learning","social communications"],"languages":[],"rights":["I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-07082006-205407"],"render_values":[{"text":"etd-07082006-205407","href":null,"code":true}]}]},"links":{"outbound_url":"http://www.lib.ncsu.edu/resolver/1840.16/4904","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"source_record":{"url":"https://repository.lib.ncsu.edu/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Arepository.lib.ncsu.edu%3A1840.16%2F4904","prefix":"dim"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["William Deluca, Ed.D., Committee Chair"]},{"key":"dc:creator","label":"Author","values":["Page Carpenter, Pam"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2010-04-02T19:03:37Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2010-04-02T19:03:37Z"]},{"key":"dc:date.issued","label":"Date","values":["2006-11-05"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["learning communities","social communities","online learning","age","gender","online college courses","communication technologies","distance learning","social communications"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-07082006-205407"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://www.lib.ncsu.edu/resolver/1840.16/4904"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["North Carolina State University Theses Mathematics, Science & Technology Education."]},{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine if age and gender had an effect on how students use communication technologies and the students' use of non-task social communications in online college courses at a community college. Descriptive statistics were used for this study. Fisher's exact tests were used to analyze the students' use of discussion board and virtual café based on age and gender. A One-way Analysis of Variance was used to analyze if there was any difference in social communication based on age and gender. T-tests were used to find out if the use of different communication tools had an effect upon social communication. The analysis revealed the following findings: (a) that there was no significant difference in the participant's use of discussion boards and virtual café based on age and gender; (b) that there was no significant difference in social communication based on age and gender; (c) no significant difference among communication tools that would increase social communication; (d) Online group discussion forums were not used more for social communications than other discussion boards and the virtual café, and (e) the pre and post questionnaires revealed that there was a positive increase in the following responses: online education is an excellent medium for social interaction; respondent's comfort level from pre to post questionnaire that they felt comfortable conversing in the online environment, and that respondents strongly agreed that online education was an excellent way for them to learn. The study's results provided no evidence that the use of communication technologies and social communications are based on age and gender."]},{"key":"dc:format","label":"Dc Format","values":["Thesis (Ed.D.)--North Carolina State University."]},{"key":"dc:title","label":"Title","values":["Cyber Connections Across Age and Gender Differences: How Communication Technologies Enhance Social Communication in Learning Communities in Online College Courses"]}]}],"canonical_facts":{"dc:contributor.advisor":["William Deluca, Ed.D., Committee Chair"],"dc:creator":["Page Carpenter, Pam"],"dc:date.accessioned":["2010-04-02T19:03:37Z"],"dc:date.available":["2010-04-02T19:03:37Z"],"dc:date.issued":["2006-11-05"],"dc:description":["North Carolina State University Theses Mathematics, Science & Technology Education."],"dc:description.abstract":["The purpose of this study was to determine if age and gender had an effect on how students use communication technologies and the students' use of non-task social communications in online college courses at a community college. Descriptive statistics were used for this study. Fisher's exact tests were used to analyze the students' use of discussion board and virtual café based on age and gender. A One-way Analysis of Variance was used to analyze if there was any difference in social communication based on age and gender. T-tests were used to find out if the use of different communication tools had an effect upon social communication. The analysis revealed the following findings: (a) that there was no significant difference in the participant's use of discussion boards and virtual café based on age and gender; (b) that there was no significant difference in social communication based on age and gender; (c) no significant difference among communication tools that would increase social communication; (d) Online group discussion forums were not used more for social communications than other discussion boards and the virtual café, and (e) the pre and post questionnaires revealed that there was a positive increase in the following responses: online education is an excellent medium for social interaction; respondent's comfort level from pre to post questionnaire that they felt comfortable conversing in the online environment, and that respondents strongly agreed that online education was an excellent way for them to learn. The study's results provided no evidence that the use of communication technologies and social communications are based on age and gender."],"dc:format":["Thesis (Ed.D.)--North Carolina State University."],"dc:identifier.other":["etd-07082006-205407"],"dc:identifier.uri":["http://www.lib.ncsu.edu/resolver/1840.16/4904"],"dc:rights":["I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report."],"dc:subject":["learning communities","social communities","online learning","age","gender","online college courses","communication technologies","distance learning","social communications"],"dc:title":["Cyber Connections Across Age and Gender Differences: How Communication Technologies Enhance Social Communication in Learning Communities in Online College Courses"]},"updated_at":"2026-08-21T22:21:56Z"}