Gender and Computer-Mediated Communication: An Exploration of Elementary Students’ Mathematics and Science Learning
Qing Li, University of Calgary, Canada
JCMST Volume 21, Number 4, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Although computer-mediated communication (CMC)-its technology, its contents, and usage patterns-is still in the process of rapid change, the use of CMC such as the Internet as a teaching-learning tool is increasing dramatically. However, very few research studies have examined the gender differences of the characteristic of communication and interaction. This study, therefore, examines gender differences in student communication and interaction in the context of mathematics and science learning using CMC. In this study, 22 elementary students' interaction and communication patterns using CMC are examined. The results of the data analysis show that, first, it remains clear that gender is still a factor that needs to be considered in the context of mathematics and science learning using CMC. In terms of communication patterns, male students, compared to their female counterparts, are more likely to present their opinions and explanations, but less likely to making specific suggestions; whereas female students tend to ask for a lot of information, but are less likely to provide explanations and/or present their opinions. Particularly, they are less likely to start discussions by “giving explanation.” In addition, female students tend to initiate conversations, while male students are more likely to enter the dialogue at later stages and respond to previous discussions.
Li, Q. (2002). Gender and Computer-Mediated Communication: An Exploration of Elementary Students’ Mathematics and Science Learning. Journal of Computers in Mathematics and Science Teaching, 21(4), 341-359. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from https://www.learntechlib.org/primary/p/9172/.
© 2002 Association for the Advancement of Computing in Education (AACE)
- American Association of University Women (1999) . Gender gaps: Where
- Crookes , G . (1990) . The utterance , and other basic units for second language discourse analysis . Applied Linguistics , 11(2) , 183-199 .
- Cookson, P. (1995 , May). Analyzing interaction in audioconferencing: A progress report. Paper presented at the Invitational Research Conference in Distance Education, Penn State.
- Henri, F. (1995). Distance learning and computer mediated communication: Interactive, quasi-interactive or monologue. In C. O’Malley (Ed.), Computer supported collaborative learning, (pp. 145-161), NATO ASI series, Berlin: Springer-Verlag.
- Herring, S. (1992). Gender and participation in computer-mediated linguistic discourse. (ERIC Document Reproduction Service No. ED 345 552)
- Herring, S. (1993). Gender and democracy in computer mediated communication. Electronic Journal of Communication, 3, 2.
- Herring, S. (1994 , June). Gender differences in computer-mediated commu-
- Kaye, A. (1992). Learning together apart. In A. Kaye (Ed.) Collaborative learning through computer conferencing. Berlin: Springer-Verlag.
- Landow, G. (1992). Hypertext: The convergence of contemporary critical theory and technology. Baltimore, MD: Johns Hopkins University Press.
- Li , Q . (1999) . Teachers’ beliefs and gender differences in mathematics: A review. Educational Research , 41(1) , 63-76 .
- McDonell , W. (1992). Language and cognitive development through cooperative groupwork. In C. Kessler (Ed.) , Cooperative language learning: A teacher’s resource book. Englewood Cliffs: Prentice Hall Regents.
- Olsen, R. (1992). Cooperative learning and social studies. In C. Kessler (Ed.) , Cooperative language learning: A teacher’s resource book (pp. 85-115). Englewood Cliffs: Prentice Hall Regents.
- Tannen , D. (1994). Talking from 9 to 5. London: V irago Press.
- Tannen, D. (1996). Gender and discourse. Oxford: Oxford University Press.
- Wells, R. (1992). Compu ter-med ia ted-commun ica t ion for distance education: An international review of design, teaching, and institutional issues. ACSDE research monograph , American Center for the Study of
- Yates, S. (1997). Gender, identity and CMC. Journal of Computer Assisted Learning, 13 , 281-290.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.
Hermann Astleitner, University of Salzburg, Austria; Richard Steinberg, City College of New York, United States
AACE Journal Vol. 13, No. 1 (2005) pp. 47–63
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.