Gender Differences in Online Communication of Teacher Preparation Students

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Author(s): William J. Gibbs (Duquesne University, USA)and Ronan S. Bernas (Eastern Illinois University, USA)
Copyright: 2010
Pages: 22
Source title: Technology Leadership in Teacher Education: Integrated Solutions and Experiences
Source Author(s)/Editor(s): Junko Yamamoto (Slippery Rock University, USA), Joanne Leight (Slippery Rock University, USA), Sally Winterton (West Chester University, USA)and Christian Penny (West Chester University of Pennsylvania, USA)
DOI: 10.4018/978-1-61520-899-9.ch004

Keywords: Education / Educational Technologies / Information Science Reference / Web-Based Teaching & Learning

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Abstract

Research has shown that gender disparities exist in online communication. Understanding the factors that enable students to effectively communicate online and ultimately manage their own discussions has important learning and pedagogical implications. This study examined the communication and interactional processes of peer-directed online discussions. Gender disparities were found in communication styles and in the use of socio-emotional content. Men were expository whereas messages posted by women were of an epistolary nature. Women used socio-emotional content more than men. However, interactions, such as the extent to which men and women persisted in message threads as well as responded to one another, were comparable overall. Although not significant, women posted more messages of longer length but men received more replies to their messages. The findings have important pedagogical implications for educators who wish to engage students in peer-directed text-based asynchronous discussions.

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Gender Differences in Online Communication of Teacher Preparation Students

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