온라인과 면대면 학부 수업에서의 성별 담화 분석
Gender differences in online and face-to-face undergraduate education courses
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Faceless interactions in online discussion forums were thought by many to be a democratizer of gendered discourse, places where students could meet as equals. This was largely an assumption without the support of much empirical evidence. This study attempts to fill this gap through an analysis of gendered discourse in face-to-face and online classrooms. Forty-eight undergraduate pre-service teacher education students in online and face-to-face classes at a large mid-western American university participated in this study. A single teaching methods course offered one class face-to-face and an identical class online. A mixed-methods approach was utilized in this study for the analysis of course documentation, discussions, and interviews. Findings from discussions and interviews indicate that male students do seem to participate more and display more dominating behaviors in face-to-face classes than do females. However, female students participated more in the online course. While directions for future research are suggested, text-based computer-mediated communication does seem to democratize participation in discussion-based courses.
Abstract
Faceless interactions in online discussion forums were thought by many to be a democratizer of gendered discourse, places where students could meet as equals. This was largely an assumption without the support of much empirical evidence. This study attempts to fill this gap through an analysis of gendered discourse in face-to-face and online classrooms. Forty-eight undergraduate pre-service teacher education students in online and face-to-face classes at a large mid-western American university participated in this study. A single teaching methods course offered one class face-to-face and an identical class online. A mixed-methods approach was utilized in this study for the analysis of course documentation, discussions, and interviews. Findings from discussions and interviews indicate that male students do seem to participate more and display more dominating behaviors in face-to-face classes than do females. However, female students participated more in the online course. While directions for future research are suggested, text-based computer-mediated communication does seem to democratize participation in discussion-based courses.
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