Interaction Patterns of Mixed Sex Groups in Educational Computer Conferences. Part I-Empirical Findings

McConnell, David

doi:10.1080/09540259721303

Cited by 28 publications

(44 citation statements)

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“…Comparing CMC and face to face environments, a general conclusion drawn from the literature was that females appear to be at less of a disadvantage in CMC than in face to face meetings (McConell, 1997). The findings about the quantity of participation, however, are contradictory.…”

Section: Computer Mediated Communicationmentioning

confidence: 70%

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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Section: Computer Mediated Communicationmentioning

confidence: 70%

Gender and CMC: A review on conflict and harassment

2005

AJET

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“…All of these interpretations are consistent with past studies related to the positive effects of computermediated environment. Findings from studies such as Harasim (1987) and McConnell (1988McConnell ( , 1997 suggest that computer conferences allow for more participatory dynamics than face-to-face meetings. From a broader perspective, enthusiasts of CSCL and other computer-mediated communications advocate this as a democratizing force, because of the immediate accessibility each participant has to the myriad others.…”

Section: Discussionmentioning

confidence: 99%

“…From a broader perspective, enthusiasts of CSCL and other computer-mediated communications advocate this as a democratizing force, because of the immediate accessibility each participant has to the myriad others. Some researchers claim the use of the electronic medium can afford a more democratic process than face-to-face meetings for peer discussions, since each individual can have an equal opportunity to take part in online conversations without the many constraints of face-to-face settings (see, for example, Harasim, 1987and McConnell, 1988, 1997.…”

Section: Discussionmentioning

confidence: 99%

The Insiders’ Perspectives: A Focus Group Study on Gender Issues in a Computer-Supported Collaborative Learning Environment

2005

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Executive SummaryThere is little doubt that the advent of collaborative technologies in recent years has brought some significant changes in the way students learn, communicate, and interact with one another. In recent years, this emergence has sparked increased interest for research into the role and impact of instructional technologies on group learning. Despite the widespread use of different instructional technologies to support teaching and learning in today's classroom, our understanding of these technologies and their underlying impacts on learners and instructors remains fragmented, specifically with regard to gender learning issues. One important area that has been neglected in the research is the impact of classroom technology on gender classroom equity and learning processes. Indeed, only a few studies have examined the gender learning issues inside the group learning process as it naturally occurs in an actual classroom. How do female students, as well as their instructors, perceive gender issues in their classroom? What are the experiences of female students in an online learning environment? Do technologies contribute to or hinder the achievement of gender classroom equity and positive learning experiences? These are some of the interesting but complex questions that this study attempted to explore. This paper presents a focus group study on the perspective and experiences of female management students and their instructors in an online learning environment that used a computer supported collaborative learning (CSCL) system to facilitate student-to-student interactions. To explore the potential impact of a CSCL system on gender classroom equity, an interpretive field study was conducted to glean insights about the insider participants' experiences and perceptions. This study focused on both the female students and their instructors regarding their perceptions and experiences with the use of CSCL and their learning processes. Our research sites involved two graduate courses that used the computer supported collaborative learning in place of face-toface discussions at least part of the semester. Drawn from the field notes and the transcripts of the interviews taken at the end of the semester, findings are reported along with an interpretation of the results. By virtue of being involved in and close to the phenomenon, subtle aspects on gender equity issues were detected from the use of the CSCL. The study is also among the first empirical research that applies and extends the view of e-learning producMaterial published as part of this journal, either on-line or in print, is copyrighted by the publisher of the Journal of Information Technology Education. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long...

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“…The idea of 'being alone with one's terminal' may lead to a reduction of barriers and a relaxation of face-maintaining behaviour [18,[21][22][23][24]. McConnell [25] found that in a computer conferencing environment women are at less of a disadvantage than in face-to-face conversations. Garramone et al [18] conclude that the aloneness and the anonymity of CMC may encourage online users to connect more intimately to others in society.…”

Section: Anonymity Multiple Identities and Alonenessmentioning

confidence: 99%

Critical examination of factors affecting interaction on CMC

2000

Journal of Network and Computer Applications

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Interaction Patterns of Mixed Sex Groups in Educational Computer Conferences. Part I-Empirical Findings

Cited by 28 publications

References 0 publications

Gender and CMC: A review on conflict and harassment

Gender and CMC: A review on conflict and harassment

The Insiders’ Perspectives: A Focus Group Study on Gender Issues in a Computer-Supported Collaborative Learning Environment

Critical examination of factors affecting interaction on CMC

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