Gender-related differences in computer-mediated communication and computer-supported collaborative learning.
A question associated with the introduction of computer-supported collaborative learning (CSCL) is whether all participants profit equally from working in CSCL environments. This article reports on a review study into gender-related differences in participation in CSCL. As many of the processes in C...
| Published in: | Journal of Computer Assisted Learning Vol. 23; no. 5; pp. 393 - 410 |
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| Main Authors: | , , |
| Format: | research systematic review tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Oct2007
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105269663&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105269663 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2007 vid: 23 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105269663 105269663 2010457813 10.1111/j.1365-2729.2007.00224.x 105269663 ppf: 393 ppct: 17 formats: tig: atl: Gender-related differences in computer-mediated communication and computer-supported collaborative learning. aug: au: Prinsen FR Volman MLL Terwel J affil: Department of Curriculum and Education, Vrije Universiteit, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands; fr.prinsen@psy.vu.nl sug: subj: Communication Methods Computer-Assisted Instruction Sex Factors Adult Behavior Collaboration ERIC Database Female Human Interpersonal Relations Male Outcomes of Education Student Attitudes Systematic Review Adult: 19-44 years Female Male ab: A question associated with the introduction of computer-supported collaborative learning (CSCL) is whether all participants profit equally from working in CSCL environments. This article reports on a review study into gender-related differences in participation in CSCL. As many of the processes in CSCL are similar to those in computer-mediated communication (CMC), studies into CMC are also included in the review. Male dominance is found to play a role in many CMC settings. A learning culture with an explicit focus on participation by all students seems to be related to a more gender-balanced participation in CMC, however. A tendency for boys to be more active participants than girls is also present in CSCL environments, but it is less pronounced than in CMC. This may be explained by the fact that participation is explicitly promoted in most CSCL environments. Gender differences in the character of students' contributions are found in both CMC and CSCL. It is concluded that in order to avoid gender-stereotyped participation and communication patterns, it is necessary to explicitly address inclusiveness as an aspect of a collaborative classroom culture. A plea is made for further research into differential participation by students in CSCL, and the effects thereof on cognitive and affective learning outcomes. Research should also focus on the question how classroom cultures can be promoted that support active participation of all students aimed at collaborative knowledge construction. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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