Gender and computer-mediated communication: group processes in problem solving

Adrianson, Lillemor

doi:10.1016/s0747-5632(00)00033-9

Cited by 61 publications

(42 citation statements)

References 39 publications

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“…For example, when groups use the PT more intensively, group member participation will be higher and participation will be divided more equally among group members. This will help these groups to perform better (e.g., Adrianson, 2001). Furthermore, these groups will also devote more time and effort to coordinating and regulating activities in the relational space.…”

Section: Effects Of Using Group Awareness Tools On Online Collaborationmentioning

confidence: 99%

Group awareness tools: It’s what you do with it that matters

Janssen

Erkens

Kirschner

2011

Computers in Human Behavior

121

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This study examined the effect of using a group awareness tool on online collaboration. Furthermore, we examined whether the effect of using a group awareness tool on online collaboration is mediated by group awareness (i.e., students' awareness of their group members' levels of participation). To answer these questions, we determined how often and how long 107 secondary education students used the Participation-tool (PT), a group awareness tool designed to visualize group members' relative contribution to the online collaborative process. Our analyses show that duration of PT use (how long students displayed the tool on their screens) significantly predicted group members' participation in the online dialogue, their participation when writing collaborative texts, equality of participation within the group, and coordination and regulation of activities in the relational space (i.e., discussing the collaboration process with group members). No effect of using the PT on group performance was found. Mediation analyses showed that the effect of using the PT is only partially mediated by group awareness: an indirect effect of using the PT, via enhanced group awareness, on student participation during chat discussions and the collaborative writing process was found.

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Section: Effects Of Using Group Awareness Tools On Online Collaborationmentioning

confidence: 99%

Group awareness tools: It’s what you do with it that matters

Janssen

Erkens

Kirschner

2011

Computers in Human Behavior

121

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“…The findings about the quantity of participation, however, are contradictory. Some reported that females contributed more to CMC than in face to face interaction (Light, Colbourn & Light, 1997), whereas others found that females produced more messages in face to face communications than in CMC (Adrianson, 2001).…”

Section: Computer Mediated Communicationmentioning

confidence: 99%

Gender and CMC: A review on conflict and harassment

2005

AJET

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This paper reviews the literature related to gender and communication in CMC environments. A brief summary of gender related literature concerning general communication patterns in CMC is outlined first, to set the stage. Then, a review of literature in gender and CMC with a specific focus on conflict and harassment is presented. Comments upon this diverse body of work and recommendations concerning possible areas for future research are offered.The focus on content and communicative practices in CMC highlights the possibilities of new gendered identities being constructed through online interactions. These new gendered identities may appear in a different form from the more fixed forms of "real life." In particular, the research reviewed in this paper regarding harassment, along with previous studies, leads "one to conclude that the 'democratic' perception of CMC is seriously flawed".

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“…Various arguments are advanced to account for the absence of a gender difference. For example, Adrianson (2001) 'blames' the equalization phenomenon, which essentially entails the argument that CMC affords a more level playing field for participants. Palomares (2004) argues that the scripted, unidimensional task, in combination with having an unspecified response partner, may have made the language context inconspicuous.…”

Section: Succinct-elaborate Dimensionmentioning

confidence: 99%

What Research Has to Say About Gender-Linked Differences in CMC and Does Elementary School Children’s E-mail Use Fit This Picture?

Meij

2007

Sex Roles

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This paper first reviews the literature on computer mediated communication (CMC) to examine whether claims about gender-linked differences in specific attitudes, styles and content in CMC have been validated. Empirical studies were limited, with considerable variation in audiences, tasks, and contexts that was related to varied outcomes. The paper next describes an empirical study on the e-mail communication of elementary school children from ten Dutch classrooms. No gender-linked preference for a person or task-oriented attitude was found. Girls significantly more often employed an elaborate style. Differences between boys and girls on content of communication were subtle rather than robust. The conclusion discusses the functional embedding of CMC and the need to examine jointly antecedents, language acts and consequences.

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Gender and computer-mediated communication: group processes in problem solving

Cited by 61 publications

References 39 publications

Group awareness tools: It’s what you do with it that matters

Group awareness tools: It’s what you do with it that matters

Gender and CMC: A review on conflict and harassment

What Research Has to Say About Gender-Linked Differences in CMC and Does Elementary School Children’s E-mail Use Fit This Picture?

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