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Active Learning through Online Discussions? Assessing the Effects of Gender Context |
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Abstract:
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Advocates of computer-mediated communication have seen great promise in its democratizing effects on female participation in class discussions. Others have raised doubts about the “democratization claim.” A review of the literature suggests that, on balance, the use of gender-specific language in online interactions is highly context-dependent. Of particular interest is the extent to which the manifestation of gender-typical rhetorical styles is shaped by the gender composition of the online group. In this paper we report early findings from a continuing study of male and female online discussion behavior. Our data, obtained from student postings to fourteen discussion groups in four comparative politics courses, permitted us to perform a content analysis of 1,287 messages containing 9,481 statements made by 285 students. In addition to suggesting overall differences and surprising similarities between male and female discussion styles, our preliminary findings point toward the productive effects of mixed-gender discussion groups. |
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femal (19), statement (16), male (14), mean (12), gender (11), proport (11), learn (10), onlin (10), discuss (9), 2 (9), 50 (8), group (8), women (8), interact (7), 8 (7), independ (7), student (7), 1 (6), total (6), class (6), gini (6), |
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Association:
Name: APSA Teaching and Learning Conference
URL: http://www.apsanet.org
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Citation:
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MLA Citation:
| Hamann, Kerstin. "Active Learning through Online Discussions? Assessing the Effects of Gender Context" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, NA, Washington, DC, Feb 19, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p117484_index.html> |
APA Citation:
| Hamann, K. , 2004-02-19 "Active Learning through Online Discussions? Assessing the Effects of Gender Context" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, NA, Washington, DC Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p117484_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Advocates of computer-mediated communication have seen great promise in its democratizing effects on female participation in class discussions. Others have raised doubts about the “democratization claim.” A review of the literature suggests that, on balance, the use of gender-specific language in online interactions is highly context-dependent. Of particular interest is the extent to which the manifestation of gender-typical rhetorical styles is shaped by the gender composition of the online group. In this paper we report early findings from a continuing study of male and female online discussion behavior. Our data, obtained from student postings to fourteen discussion groups in four comparative politics courses, permitted us to perform a content analysis of 1,287 messages containing 9,481 statements made by 285 students. In addition to suggesting overall differences and surprising similarities between male and female discussion styles, our preliminary findings point toward the productive effects of mixed-gender discussion groups. |
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.PDF |
| Page count: |
12 |
| Word count: |
1024 |
| Text sample: |
| “Active Learning through Online Discussions? Assessing the Effects of Gender Context” Kerstin Hamann Philip H. Pollock Bruce M. Wilson Department of Political Science University of Central Florida Orlando FL 32816-1356 Phone: (407) 823-2608 e-mail: khamann@mail.ucf.edu Prepared for presentation at the inaugural APSA Conference on Teaching and Learning in Political Science February 19-21 2004. We gratefully acknowledge funding for the project from the UCF College of Arts and Sciences RITE (Research Initiative for Teaching Effectivenss) Student Government Association and Office |
| > > 0.20 > > > > > > > > > 0.10 0.00 0.50 0.60 0.70 0.80 0.90 1.00 Proportion female Note: Reference line drawn at mean Gini .23. |
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