A significant increase in the use of computer-supported learning (CSL) within schools and universities across the world gives rise to concern about gender-related differences in performance and interaction style in these environments. Research has shown that initial perceptions of CSL environments as democratic and offering equal opportunities to all students were flawed because interactions that take place through electronic channels lose none of the socio-cultural complexity or gender imbalance that exists within society. Much of the recent literature states that women are disadvantaged because of inferior levels of access and technology literacy and dominant male behavior. However, the assumption that difference implies disadvantage is challenged by evidence that variable factors such as professed confidence and apparently dominant interaction styles do not necessarily lead to better educational opportunity and performance. This paper contains a summary of gender-related issues identified by international research and academic practice together with supportive case study examples. The conclusion is that women often perform better than men despite the observable differences in interaction style.
Contemporary research identifies significant gender-related differences in performance and interaction style in computer-supported learning (CSL) environments. Evidence suggests that initial perceptions of these environments as democratic and offering equal opportunities to all students were flawed because interactions that take place through electronic channels lose none of the sociocultural complexity or gender imbalance that already exists within society. This paper presents a summary of gender-related issues identified by international research and academic practice together with the opinions expressed by participants in a discussion forum staged at ALT-C in 2001. Two main questions were addressed during the conference forum. Firstly, if computer access and literacy levels are assumed to be equalizing as the literature suggests, how can educational designers using CSL technologies best serve all student groups? Secondly, does the existence of gender-based differences in behaviour and interaction style in CSL environments mean that any student group is disadvantaged? The paper concludes with suggestions about how educational designers might increase the flexibility of CSL courses to offer equal opportunities to all students. A number of issues for further research are also identified
Contemporary research identifies significant gender-related differences in performance and interaction style in computer-supported learning (CSL) environments. Evidence suggests that initial perceptions of these environments as democratic and offering equal opportunities to all students were flawed because interactions that take place through electronic channels lose none of the sociocultural complexity or gender imbalance that already exists within society. This paper presents a summary of gender-related issues identified by international research and academic practice together with the opinions expressed by participants in a discussion forum staged at ALT-C in 2001. Two main questions were addressed during the conference forum. Firstly, if computer access and literacy levels are assumed to be equalizing as the literature suggests, how can educational designers using CSL technologies best serve all student groups? Secondly, does the existence of gender-based differences in behaviour and interaction style in CSL environments mean that any student group is disadvantaged? The paper concludes with suggestions about how educational designers might increase the flexibility of CSL courses to offer equal opportunities to all students. A number of issues for further research are also identified. 32ALT-J Volume 10 Number /
UK government policies are heralding the use of leT's in education with the hope that on-line learning will bring skill development attractive to industry and improved employment opportunities for today's learners. One feature of this is increasing the use of technology in teaching and learning across the curriculum. In this atmosphere of euphoria and expectation, is this opportunity for all or just a few? There has been little empirical work on the gender impact of using technology in education. This paper takes a case study approach and critically evaluates an on-line course developed for IT undergraduate students at the University of Salford, as part of a major flexible learning initiative. Our research raises many questions. Why should women students be motivated to learn using technology? Previous studies have suggested that boys show a marked improvement when using educational technology to support their learning. For girls the results are much less clear. In this context we questioned the gender impact of an increased use of technology in the teaching and learning process. We investigated the gender divide in attitudes, and effects on learning outcomes, within the initiative. We also discuss our evaluation methodology that included gender impact elements and suggest ways in which to create a woman-friendly on-line learning environment.
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