Abstract

The purpose of the study was to analyze how intensively female and male students participate in discourse interaction within two computer-supported classrooms. Technical infrastructure for the study was provided by the Computer-Supported Intentional Learning Environments (CSILE). The study was carried out by qualitatively analyzing written notes logged by two grade 5/6 classes to CSILE's database over one academic year. The results of the study indicate that only one of the classrooms engaged in a progressive discourse focused on collaborative advancement of explanation whereas the other classroom performed more traditional learning tasks. Female students participated most actively in the progressive-discourse classroom whereas male students dominated discourse interaction in the other class, but the reasons for this are subject to debate. The investigators argue that the use of new technology should be thoroughly subsumed under pedagogical goals in order to facilitate female students' participation in computer-supported learning.

Citation

Hakkarainen, K. & Palonen, T. (2003). Patterns of female and male students' participation in peer interaction in computer-supported learning. Computers & Education, 40(4), 327-342. Elsevier Ltd. Retrieved December 10, 2019 from https://www.learntechlib.org/p/97702/.

Keywords

• Computer Assisted Instruction
• Cooperative/collaborative learning
• Distributed learning environments
• Educational Objectives
• elementary education
• Females
• Gender
• Gender Issues
• Gender Studies
• Grade 5
• Grade 6
• interaction
• Interpersonal Relationship
• Middle School Education
• pedagogical issues
• student participation