scholarly journals Differential Participation of Males and Females in a Computer-Mediated Communication Course

2013 ◽  
Vol 24 (1) ◽  
Author(s):  
John A. Ross
Keyword(s):  
Family Support ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Graduate Course ◽  
Communication Course ◽  
Computer Mediated ◽  
Narrow Bandwidth ◽  
Sexist Language ◽  
Males And Females ◽  
Status Differences

The narrow bandwidth of computer-mediated communication (CMC) courses reduces status differences, suggesting that men and women will participate equally in course activities. In contrast, gender differences in computing skill, attitude, experience, and family support for students' CMC activities suggest that females will have lower levels of participation. A study of interactions among 15 students enrolled in a graduate course in education found no instances of sexist language or overt exclusionary behaviour. However, women exercised less procedural leadership, had reduced influence on group products, contributed less to the advancement of their group's argument, and overall had fewer productive contributions.

scholarly journals A Pragmatic Study of Requests by Males and Females in Online Religious Forums

2020 ◽  
Vol 4 (3) ◽  
pp. p70
Author(s):  
Othman Khalid Al Shboul
Keyword(s):  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Chi Square ◽  
Computer Mediated ◽  
Chi Square Test ◽  
Males And Females ◽  
Request Strategies ◽  
Pragmatic Study

The current study investigates the request strategies used by males and females in online religious forums. It aims to explore request types realized by linguistic formulas used by males and females when they make requests in computer-mediated communication. The study offers pragmatic and sociolinguistic explanations for these differences. It also discusses the functions of these requestive forms such as asking for more clarifications or to request the addressee to answer a question directly. This study found that there are seven strategies used by the participants to make their requests. Most of which are shared by males and females. The study applied Chi-square test to show whether or not the differences in the use of each type of requests between the two groups (males and females) are statistically significant.

Communication and Group Performance

2011 ◽  
pp. 38-57
Author(s):  
Shu-Chu Sarrina Li ◽  
Lin-Mei Huang ◽  
Yi-Ching Liu
Keyword(s):  
Group Performance ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Functional Theory ◽  
Communication Course ◽  
Face To Face ◽  
Capacity Theory ◽  
Group Outcomes ◽  
Computer Mediated ◽  
Negative Effect

This study applied functional theory and media-capacity theory to compare face-to-face (FTF) groups with computer-mediated communication (CMC) groups in terms of their group communication and group performance. This study used a field experiment that was integrated into two classes of a communication course at a private university in northern Taiwan, in which 21 groups of 4 to 6 members worked on final group projects. The researchers randomly assigned one class, which had 11 groups (60 persons), to perform the task via CMC, and the other class, which had 10 groups (49 persons), to perform the task via FTF communication. The findings of this study in general support the functional theory and the media-capacity theory. However, some findings are not congruent with those of past studies. For example, previous studies have indicated that the function of criteria establishment was a significant predictor of group performance, while this study found this function to have no effect on the group outcomes. Furthermore, past studies found that the function of social talk had a negative effect on group performance, but this study discovered this function to have a positive effect on group outcomes.

Computer-Mediated Communication that Brings Learning into the Present

2009 ◽  
pp. 1171-1181
Author(s):  
Linda Seward ◽  
Vickie Harvey ◽  
Joseph Carranza
Keyword(s):  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Self Disclosure ◽  
Social Incentives ◽  
Computer Mediated ◽  
Males And Females ◽  
Status Recognition ◽  
University Affiliation ◽  
Status Enhancement ◽  
E Mail

A two-part assignment was designed which paired students together using e-mail technology that required them to engage in peer teaching. This allowed us to study computer-mediated communication that was not part of a discussion group or chat room. An analysis of the e-mails revealed that males and females did not differ in frequency, length or use of social incentives. Males sent slightly more status enhancement messages while females sent more status recognition messages. Significant gender differences occurred, however, in the use of apologies and in how personal weaknesses or bad experiences were characterized. Unexpectedly, university affiliation was more significant than gender in the amount of self-disclosure.

Computer-Mediated Communication that Brings Learning into the Present

2011 ◽  
pp. 12-22
Author(s):  
Linda Seward ◽  
Vickie Harvey ◽  
Joseph Carranza
Keyword(s):  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Self Disclosure ◽  
Social Incentives ◽  
Computer Mediated ◽  
Males And Females ◽  
Status Recognition ◽  
University Affiliation ◽  
Status Enhancement ◽  
E Mail

A two-part assignment was designed which paired students together using e-mail technology that required them to engage in peer teaching. This allowed us to study computer-mediated communication that was not part of a discussion group or chat room. An analysis of the e-mails revealed that males and females did not differ in frequency, length or use of social incentives. Males sent slightly more status enhancement messages while females sent more status recognition messages. Significant gender differences occurred, however, in the use of apologies and in how personal weaknesses or bad experiences were characterized. Unexpectedly, university affiliation was more significant than gender in the amount of self-disclosure. [Article copies are available for purchase from InfoSci-on-Demand.com]

Blurring Boundaries with Computer-Mediated Communication

2010 ◽  
pp. 277-291
Author(s):  
Kayla D. Hales ◽  
Stephanie Troutman
Keyword(s):  
Learning Communities ◽  
Computer Mediated Communication ◽  
Academic Learning ◽  
Mediated Communication ◽  
Graduate Course ◽  
Hybrid Course ◽  
Subjective Knowledge ◽  
Computer Mediated ◽  
The Relationship

The authors survey the landscape of CMC and education by relating it to increasingly popular hybrid course structures. This chapter maps findings associated with academic learning and subjective knowledge in a graduate course assignment: the “electronic palimpsest”. This became a vehicle for the exploration of embodiment, identity, and virtual learning. Within the electronic palimpsest these themes were sustained, complicated, and evaluated from multiple standpoints, as demonstrated through content analysis of postings. Ultimately, this case study contributes to and supports the belief that case-specific accounts of alternative CMC projects are highly valuable in providing future directions for the requisite evolution of technologies associated with hybrid learning. The electronic palimpsest challenges typical assumptions of learning communities, as well as assessments and outcomes of learning in virtual environments. This study promotes possibilities for different pedagogical approaches to the question: what is the relationship between knowledge production and the development of learning communities?

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