You are here:

Gender, language and CMC for education
ARTICLE

Learning and Instruction Volume 11, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

This paper overviews research into the role of gender in computer-mediated communication (CMC) interactions. It uses linguistic and sociological research to criticise the frequent claim that CMC is free from gender-based inequalities due to the lack of face-to-face cues. In examining the research to date, the paper makes clear the important role of social context in both providing and limiting opportunities for equality in instructional interactions taking place via CMC systems.

Citation

Yates, S.J. (2001). Gender, language and CMC for education. Learning and Instruction, 11(1), 21-34. Elsevier Ltd. Retrieved July 6, 2022 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0959-4752(00)00012-8

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.