Thesis Abstract and Dissertation Abstracts
Gender, Language and Interaction Styles in Online Learning Environments
Abstract Category: Other Categories
Course / Degree: Ph.D. in Psychology
Institution / University: Glasgow Caledonian Scotland, United Kingdom
Published in: 2004
This research investigated the existence of gender-related patterns in computer-mediated communication (CMC) in the context of Higher Education (HE). Research to date has produced mixed results in terms of gender variations in language use in CMC and it is not clear whether CMC moderates or magnifies the gender differences reported in face-to-face research (e.g. Tannen, 1991).
Studies in non-educational contexts have suggested that males dominate online, which can deter women from participating in CMC (e.g. Herring, 1993; 1994). This has implications for the increasing use of CMC in HE. The contributions of 197 introductory psychology students (148 females, 49 males) participating in asynchronous CMC as part of their course were collated through a series of four studies.
Both quantitative and qualitative methods were used to analyse participation, language use and interaction styles, under the methodological framework of Qualitative Content Analysis (Mayring, 2000). A coding system, which incorporated the creation of ‘supercodes’, was developed during the initial study using Atlas.ti 4.2 and used in subsequent studies to code 699 student postings in total. The frequencies of coded categories were analysed using chi-square statistics in SPSS.
Questionnaires and a focus group were also used to gather student feedback on the use of CMC and Honey & Mumford’s (1992) Learning Style Questionnaire was used to investigate the impact of learning styles on participation. Results showed that males and females were similar regarding quantitative measures of participation. However, males did dominate in terms of their increased likeliness to adopt a high-power role in the discussion through the use of authoritative language and tendency to respond negatively in interactions, in comparison to females. On the other hand, females were more likely to explicitly agree and support others and make more personal and emotional contributions, than males.
The four studies generated a sample on which a discriminant function analysis could be conducted, in order to establish if gender could be predicted from use of a combination of linguistic variables. Two gendered communication styles were identified, which could correctly predict gender to an extent. These styles were consonant to some degree with existing sex role stereotypes.
The results suggest that gendered power differentials may carry over into online environments despite the loss of overt face-to-face cues, deconstructing the gender-free myth of CMC.
Thesis Keywords/Search Tags:
Gender, Language, Internet, Computer-Mediated Communication, Electronic Discourse
This Thesis Abstract may be cited as follows:
Miller, J. (2004). Gender, language and interaction styles in online learning environments. Unpublished Doctoral Dissertation, Glasgow Caledonian University, Scotland, UK
Submission Details: Thesis Abstract submitted by Jane Rae Miller from United Kingdom on 11-Mar-2005 11:00.
Abstract has been viewed 3656 times (since 7 Mar 2010).
Jane Rae Miller Contact Details: Email: j.guiller@gcal.ac.uk
Disclaimer
Great care has been taken to ensure that this information is correct, however ThesisAbstracts.com cannot accept responsibility for the contents of this Thesis abstract titled "Gender, Language and Interaction Styles in Online Learning Environments". This abstract has been submitted by Jane Rae Miller on 11-Mar-2005 11:00. You may report a problem using the contact form.
© Copyright 2003 - 2025 of ThesisAbstracts.com and respective owners.