Gender and Facilitator Talk in CMC
Katy Campbell, John Boeglin, University of Alberta, Canada
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-40-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The building of collaborative online communities raises questions about the nature of discourse in these environments: Underlying these questions are fundamental notions about the social construction of knowledge. CMC has the potential to even out social/technology-related gender issues. However, a body of literature has emerged from various domains that describes the presence of gendered discourse patterns in online communities. Would these gendered patterns extend to the discourse patterns among conference facilitators and conference participants? What effect would these patterns have on the conversation, especially for women participants? This exploratory study analyzes the CMC transcripts of two junior undergraduate courses employing a conference forum as part of the learning design. A framework integrating several theories of online discourse contextualizes findings.
Campbell, K. & Boeglin, J. (2000). Gender and Facilitator Talk in CMC. In J. Bourdeau & R. Heller (Eds.), Proceedings of ED-MEDIA 2000--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 167-172). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2000 Association for the Advancement of Computing in Education (AACE)