Gender and Participation in Computer-Mediated LIS Education Topical Discussions: An Examination of JESSE, the Library/Information Science Education Forum

Sierpe, Eino

doi:10.2307/40324000

Cited by 7 publications

(5 citation statements)

References 4 publications

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“…This finding is compelling given the prevailing literature about gender inequities in the online environments, in which males are believed to generally dominate discussions (Barrett & Lally, 1999;Sierpe, 2001;Yates, 2001). In this case, our study confirms that in the e-learning environment women are more active than their male counterparts in posting and reading messages (Anderson & Haddad, 2005;Bellman, et al, 1993;Bostock & Lizhi, 2005;Gunn, et al, 2003;Wolfe, 2000).…”

Section: Discussionsupporting

confidence: 78%

“…When quantitatively exploring gender differences in online discussions, a predominance of the literature found that men dominated the conversational floor (Barrett & Lally, 1999;Sierpe, 2001;Yates, 2001), while still others found equal participation of women and men (Davidson-Shrivers, Morrison, & Sriwongkol, 2003;Masters & Oberprieler, 2004;McLean & Morrison, 2000;Poole, 2000). On the other hand, a number of studies revealed that women post and read more messages than their male counterparts (Anderson & Haddad, 2005;Bellman, Tindimubona, & Arias., 1993;Bostock & Lizhi, 2005;Gunn, McSporran, Macleod, & French, 2003;Wolfe, 2000).…”

Section: Cohesive Responsesmentioning

confidence: 99%

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Analyzing Responses, Moves, and Roles in Online Discussions

Wishart¹,

Guy

2009

IJELL

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There is much debate regarding the value and utility of grading discussions to ensure and assess full participation in the online classroom. Proponents of threaded discussions view it as an integral part of the learning process, where students seek knowledge and express understanding. Consequently, they deem it essential to assess participation. On the other hand, opponents of assessing or grading participation assert that an exceedingly active discussion can distract students from other equally or more important coursework, not to mention the impracticality of instructors responding to the vast number of submissions.This article examines a variety of grading rubrics used to promote critical thinking about course content and assess the quality of participation and contributions of online threaded discussions. We present the results of a study conducted at a historically Black institution that used Kneser's Exchange Structure Analysis (ESA) to analyze dialogue in order to understand student exchanges, moves, and roles as well as the influence of gender in online discussions during 3 consecutive summer sessions.

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Section: Discussionsupporting

confidence: 78%

Section: Cohesive Responsesmentioning

confidence: 99%

Analyzing Responses, Moves, and Roles in Online Discussions

Wishart¹,

Guy

2009

IJELL

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“…The analysis of gender patterns in the discussions over the three years suggests that women appear to be slightly more likely to initiate a discussion in the e-learning environment than men. This finding is compelling given the prevailing literature about gender inequities in the online environments, in which males are believed to generally dominate discussions (Barrett & Lally, 1999;Sierpe, 2001;Yates, 2001). In this case, our study confirms that in the e-learning environment women are more active than their male counterparts in posting and reading messages (Anderson & Haddad, 2005;Bellman, et al, 1993;Bostock & Lizhi, 2005;Gunn, et al, 2003;Wolfe, 2000).…”

Section: Discussionsupporting

confidence: 81%

Section: System Responsesmentioning

confidence: 99%

Analyzing Responses Moves and Roles in Online Discussions

Wishart

Guy

2009

InSITE Conference

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There is much debate regarding the value and utility of grading discussions to ensure and assess full participation in the online classroom. Proponents of threaded discussions view it as an integral part of the learning process, where students seek knowledge and express understanding. Consequently, they deem it essential to assess participation. On the other hand, opponents of assessing or grading participation assert that an exceedingly active discussion can distract students from other equally or more important coursework, not to mention the impracticality of instructors responding to the vast number of submissions. This article examines a variety of grading rubrics used to promote critical thinking about course content and assess the quality of participation and contributions of online threaded discussions. We present the results of a study conducted at a historically Black institution that used Kneser’s Exchange Structure Analysis (ESA) to analyze dialogue in order to understand student exchanges, moves, and roles as well as the influence of gender in online discussions during 3 consecutive summer sessions.

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“…Besides that, some participants cancelled the experiment due to illness or without notice, so this disrupted the course of the experiment. Men tend to commit to thematic conversations and they tend to be happy to dominate the discussion by sending many opinions (Sierpe, 2001). Researchers say that domination in discussions in discussion groups using computer media is often dominated by men (Moldafsky & Kwon, 1994).…”

Section: Findings and Discussionmentioning

confidence: 99%

The Influence of Distinct Types of Media Interaction and Gender on the Productivity of University Pupils as Measured by the Number of Meaningful Words

Winarto

2023

IJIET

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This analysis seeks to discover how the richness of meaningful words is affected by the diversity of media and gender. The two separated forms of media in computer-mediated communication, which are real names (CMR) and anonym (CMA), are connected to the production of meaningful interaction in problem-solving exchanges among pupils. Furthermore, computer-based communication has added a layer of invisibility which has caused an increase in daring word usage in conversations using computers. To assess this issue, the research will look into criminal puzzles discussed in clubs, to determine if there is any impact from the various types of media and gender variation. The research used empirical analysis methods to review the effect of different media and sex on the number of meaningful words produced by 30 participants, 20 female and 10 male. Through analysis of conversations in the conversation room, a two-way ANOVA test was administered to figure out the impact of media and gender on the number of meaningful words. The investigation presented that there was no meaningful impact of media diversity and gender on the number of words produced by students in the investigation. The data suggested that any changes in media or gender had no notable effect on productivity.

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Gender and Participation in Computer-Mediated LIS Education Topical Discussions: An Examination of JESSE, the Library/Information Science Education Forum

Cited by 7 publications

References 4 publications

Analyzing Responses, Moves, and Roles in Online Discussions

Analyzing Responses, Moves, and Roles in Online Discussions

Analyzing Responses Moves and Roles in Online Discussions

The Influence of Distinct Types of Media Interaction and Gender on the Productivity of University Pupils as Measured by the Number of Meaningful Words

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