Social Learning Preferences of Adult Women Learners in a Competency-Based Online Learning Environment

In this study a post-assessment survey was analyzed to seek for social learning preferences among women in a competency-based online learning environment. The survey asked what learning resources students used to prepare for the assessment. Each learning resource was given a relative sociability rating. This rating acts as the weighting for a weighted average. The social learning score for women who were successful in their program (operationally defined as good academic standing) are compared with those women not in good academic standing. It was determined that there was no significant difference between the social learning preferences of women in good academic standing and those not in good standing.