Computer-Mediated Communication: A Meta-Analysis of Male and Female Attitudes and Behaviors
Qing Li, University of Calgary, Canada
International Journal on E-Learning Volume 5, Number 4, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This study quantitatively synthesized the empirical research of the gender effects on people's communicative, interactive, affective, and process patterns using computer-mediated communication (CMC). In total, 321 independent effect sizes were extracted from 50 studies involving a total of 63889 users exploring the gender difference in the use of CMC. The results show that first, on average, females had a significantly higher frequency of collaborative instances using CMC than males (mean ES=-.09). That is, females' communication tends to be more collaboratively oriented. Second, males, compared to females, posted messages more frequently and or accessed longer to the Internet (mean ES = +.08). Third, males enjoyed CMC more than their female counterparts (mean ES = +.24). However, homogeneity statistics indicate that the findings on these three outcomes were significantly heterogeneous. Through analog to the analysis of variance, it was also found that variability in each of the following outcomes: collaboration, participation, and enjoyment could be accounted for by a few technology and learner characteristics.
Li, Q. (2006). Computer-Mediated Communication: A Meta-Analysis of Male and Female Attitudes and Behaviors. International Journal on E-Learning, 5(4), 525-570. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2006 Association for the Advancement of Computing in Education (AACE)
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