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Modeling gender dynamics in intra and interpersonal interactions during online collaborative learning

Published: 04 March 2019 Publication History

Abstract

There has been long-standing stereotypes on men and women's communication styles, such as men using more assertive or aggressive language and women showing more agreeableness and emotions in interactions. In the context of collaborative learning, male learners often believed to be more active participants while female learners are less engaged. To further explore gender differences in learners communication behavior and whether it has changed in the context of online synchronous collaboration, we examined students interactions at a sociocognitive level with a methodology called Group Communication Analysis (GCA). We found that there were no significant differences between men and women in the degree of participation. However, women exhibited significantly higher average social impact, responsivity and internal cohesion compared to men. We also compared the proportion of learners interaction profiles, and results suggest that women are more likely to be effective and cohesive communicators. We discussed implications of these findings for pedagogical practices to promote inclusivity and equity in collaborative learning online.

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        cover image ACM Other conferences
        LAK19: Proceedings of the 9th International Conference on Learning Analytics & Knowledge
        March 2019
        565 pages
        ISBN:9781450362566
        DOI:10.1145/3303772
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        Published: 04 March 2019

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        Author Tags

        1. Communication behavior
        2. collaborative learning
        3. gender differences
        4. interaction profile
        5. learner characteristics

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        • (2024)Catalyzing Equity in STEM Teams: Harnessing Generative AI for Inclusion and DiversityPolicy Insights from the Behavioral and Brain Sciences10.1177/23727322231220356Online publication date: 6-Feb-2024
        • (2024)The Relation Among Gender, Language, and Posting Type in Online Chemistry Course Discussion ForumsProceedings of the 14th Learning Analytics and Knowledge Conference10.1145/3636555.3636867(189-199)Online publication date: 18-Mar-2024
        • (2024) Escaping binary gender roles: Gender diversity dynamics in a CSCL‐Escape game Journal of Computer Assisted Learning10.1111/jcal.1294240:6(2589-2603)Online publication date: 14-Jan-2024
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