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Gender, Discourse Style, and Equal Participation in Online Learning
PROCEEDINGS

, , San Diego State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montreal, Canada ISBN 978-1-880094-46-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper is a report on the findings of a study conducted on a graduate level online course. We used discourse analysis techniques to examine the chat transcript of texts for evidence of the relationship among gender, discourse style, and equal participation. We also conducted online observations and surveyed participants' perceptions on their online discussions. Findings from all sources do not reveal any significant gender differences in the online discussions. Respondents unanimously felt comfortable with the manners of discussion that this class demonstrated. However, the overall discourse style showed a difference. The participants used some of the interaction styles more often than others, i.e., exchanging information versus negotiation and argumentation. Instructors should intentionally encourage meaning negotiation in online discussions by engaging students in collaborative problem solving.

Citation

Sierra, C. & Wang, M. (2002). Gender, Discourse Style, and Equal Participation in Online Learning. In M. Driscoll & T. Reeves (Eds.), Proceedings of E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2364-2367). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 21, 2019 from .

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