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

Meij, Hans van der

doi:10.1007/s11199-007-9270-9

Cited by 8 publications

(1 citation statement)

References 63 publications

(62 reference statements)

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“…The coding procedure should be able to distinguish between groups who communicate differently. For example, it has been shown quite extensively in face-to-face and computer-mediated collaboration, that women communicate differently than men do (Leaper and Smith 2004;Ridgeway 2001;Van der Meij 2007). Women are more likely to use affiliative language (e.g., indicating agreement, giving praise), while men are more likely to use assertive language (e.g., instructing others, giving arguments, indicating disagreement).…”

Section: Tasks and Materialsmentioning

confidence: 99%

Automatic coding of dialogue acts in collaboration protocols

Erkens

Janssen

2008

Computer Supported Learning

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Although protocol analysis can be an important tool for researchers to investigate the process of collaboration and communication, the use of this method of analysis can be time consuming. Hence, an automatic coding procedure for coding dialogue acts was developed. This procedure helps to determine the communicative function of messages in online discussions by recognizing discourse markers and cue phrases in the utterances. Five main communicative functions are distinguished: argumentative, responsive, informative, elicitative, and imperative. A total of 29 different dialogue acts are specified and recognized automatically in collaboration protocols. The reliability of the automatic coding procedure was determined by comparing automatically coded dialogue acts to hand-coded dialogue acts by a human rater. The validity of the automatic coding procedure was examined using three different types of analyses. First, an examination of group differences was used (dialogue acts used by female versus male students). Ideally, the coding procedure should be able to distinguish between groups who are likely to communicate differently. Second, to examine the validity of the automatic coding procedure through examination of experimental intervention, the results of the automatic coding procedure of students, with access to a tool that visualizes the degree of participation of each student, were compared to students who did not have access to this tool. Finally, the validity of the automatic coding procedure of dialogue acts was examined using correlation analyses. Results of the automatic coding procedure of dialogue acts of utterances (form) were related to results of a manual coding procedure of the collaborative activities to which the utterances refer (content). The analyses presented in this paper indicate promising results concerning the reliability and validity of the automatic coding procedure for dialogue acts. However, limitations of the procedure were also found and discussed.

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Section: Tasks and Materialsmentioning

confidence: 99%

Automatic coding of dialogue acts in collaboration protocols

Erkens

Janssen

2008

Computer Supported Learning

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Digital and Social Inequalities: A Qualitative Assessment of the Impact of the Connecting Equality Program on Argentinean Youth

Larghi

Lemus

Moguillansky

et al. 2015

E J Info Sys Dev Countries

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This paper focuses on the ties between social and digital inequalities among Argentinean youth. It uses a qualitative approach to explore different aspects of the everyday lives of adolescents, such as sociability, leisure time and family use of Information and Communication Technologies (ICTs), in order to assess the impact of the Connecting Equality Program (Programa Conectar Igualdad, PCI) on reducing digital inequalities and fostering social inclusion. In particular, the paper explores what were the existing conditions of access for students and their families when the PCI was first implemented? What influence does the implementation of the PCI have on the individual, family and scholastic appropriation of ICTs? How does the use of computers and the Internet vary among youth? Has this large-scale incorporation of netbooks in schools, and especially homes and free time changed it in any way? Does the appropriation of ICTs through student participation in the PCI contribute to material and symbolic social inclusion? To answer these questions, we compare the processes of ICT appropriation among lower and middle class adolescents, focusing on the distinctive uses and meanings assigned to computers and the Internet by boys and girls in their daily lives. For this purpose we analyze data collected through semistructured interviews in two schools in Greater La Plata, Argentina during 2012. The main findings show that in terms of access, skills and types of use, the implementation of the PCI has had a positive impact among lower class youth, guaranteeing access to their first computers and promoting the sharing of knowledge and digital skills with family members. Moreover, evidence of more diverse and intense use of ICTs among lower class students reveals the development of digital skills related to educational activities. Finally, in terms of sociability, having a personal netbook enables access to information and cultural goods which are very significant in generating ties and strengthening identities and social integration.

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