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Women's and men's language in moderated online course discussions
DISSERTATION

, Marquette University, United States

Marquette University . Awarded

Abstract

With physical cues less salient, language is the primary means by which students project themselves, their personalities, and their ideas in the discussions of online courses. Language clearly bears extraordinary weight in online education, but the research on gendered language use in online education has lagged behind that of face-to-face communication. The complexities and nuances of gendered language use in moderated online education have yet to be plumbed. Recognizing that the language act, rather than the ascription of gender, drives this research, this study seeks to examine the language features used by men and women in a moderated online course and the extent to which they use them differently. The findings of this research reflect a greater complexity and level of nuance in gendered language use than studies of online discussions that have tested theories of dichotomous gender differences. This examination of discussions in an online course reveals that men and women use language in ways that differ from the dichotomies of the dominance and difference approaches to gendered language research. Further, this study reveals ways in which a constructivist learning environment shapes students' language use.

Citation

Hayslett, C.H. Women's and men's language in moderated online course discussions. Ph.D. thesis, Marquette University. Retrieved August 12, 2020 from .

This record was imported from ProQuest on October 22, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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