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Article Excerpt
Although computer-mediated communication (CMC)--its technology, its contents, and usage patterns--is still in the process of rapid change, the use of CMC such as the Internet as a teaching-learning tool is increasing dramatically. However, very few research studies have examined the gender differences of the characteristic of communication and interaction. This study, therefore, examines gender differences in student communication and interaction in the context of mathematics and science learning using CMC.
In this study, 22 elementary students' interaction and communication patterns using CMC are examined. The results of the data analysis show that, first, it remains clear that gender is still a factor that needs to be considered in the context of mathematics and science learning using CMC. In terms of communication patterns, male students, compared to their female counterparts, are more likely to present their opinions and explanations, but less likely to making specific suggestions; whereas female students tend to ask for a lot of information, but are less likely to provide explanations and/or present their opinions. Particularly, they are less likely to start discussions by "giving explanation." In addition, female students tend to initiate conversations, while male students are more likely to enter the dialogue at later stages and respond to previous discussions.
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Because of the belief that there should be equity for females and males in mathematics and science education, the gender issue is an active line of research in the US and other countries (King & McLeod, 1999) and has been studied intensely for about three decades. These research results promote numerous efforts to improve educational practices for all students in schools. Although schools are making progress toward equitable treatment of male and female students, concerns remain (American Association of University Women [AAUW], 1999). In mathematics and science, male students still outscore female students and the gender gap increases with grade level on nationally representative tests as well as on the Third International Mathematics and Science Study (TIMSS)-- "an achievement test given to half a million fourth, eighth, and twelfth-grade students in 41 nations in 1995-96" (AAUW, 1999). Findings from previous studies (Fennema & Sherman, 1978; Li, 1999) that dealt with interactions in the mathematics and scie nce classroom demonstrated a typical pattern: that is, male students tend to interact more than female students. Other studies show that investment in a collaborative learning environment dramatically improve students', especially female students', mathematics learning. For instance, Scott and Heller (1991) found that collaborative learning helped females achieve more, feel more successful, and value mathematics and science more.
COMPUTER-MEDIATED COMMUNICATION
Although computer-mediated communication (CMC)--its technology, its contents, and usage patterns--is still in the process of rapid change, the use of CMC, such as the Internet as a teaching-learning tool is increasing dramatically.
CMC, first developed in 1970 by Murray Turoff(Harasim, 1990), is an effective electronic means of connecting learners without time and location constraints using computers (Machtmes & Asher, 2000). The educational advantages of this medium have been documented. It has been claimed that CMC is a "device which provides a framework for group collaboration from a distance and which, in pedagogy, can enhance collaborative learning" (Henri, 1996). Wells states that CMC can:
...provide students with opportunities for convenient course-related or social interaction with peers...enable collaborative group work by distance students ... facilitate interaction with an instructor ... decrease turnaround time for instructor feedback ... allow students access to on-line resources, e.g., databases, library catalogues, and course registration ... and enable students to upload and download assignments and take on-line quizzes and tests ... (Wells, 1992, p. 2)
Kaye summarized the advantages of using CMC in education in terms of:
- the convenience of an asynchronous communication mode, which liberates users from both time and space constraints;
- its value as a medium of written communication, within a system in which students are graded essentially on the quality of their written work;
- the enhanced levels of interactivity between and amongst students, tutors, course developers, and other members of a widely dispersed learning community;
- the reduction of the isolation felt by many distance learners, and the potential of CMC for collaborative learning. (Kaye, 1992, p. 228)
It is noted that the CMC not only gives students powerful learning tools, it also affects their thinking and behavior. However, we still know little about "how computer technology is affecting the educational gap between girls and boys" (AAUW, 1999). Previous research (Lipponen & Hakkarainen, 1997) suggest that computer-supported collaborative learning is particularly motivating for those students who have traditionally been having a lot of difficulties with adapting to traditional school learning. In addition, using CMC to provide a collaborative learning environment tends to help decrease the gender gap concerning student interaction. Although the previously cited research findings suggest that the collaborative learning environment provided by CMC may help narrow the gender gap in student mathematics and science learning, which includes student learning behaviors and outcomes, computers are beginning to create a new gender gap as indicated by the American Association of University Women (1999).
Therefore, it is essential to the field of mathematics and science education to assess the role of new technology in promoting equity and collaboration. In cognitive and social psychology, there has already been much research about how male and female students communicate and interact, but the context has usually been the traditional face-to-face setting with its paralinguistic cues to facilitate communication. What we do not yet know is how male and female students differ in terms of their communication and interaction...
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