Abstract
A significant increase in the use of computer-supported learning (CSL) within schools and universities across the world gives rise to concern about gender-related differences in performance and interaction style in these environments. Research has shown that initial perceptions of CSL environments as democratic and offering equal opportunities to all students were flawed because interactions that take place through electronic channels lose none of the socio-cultural complexity or gender imbalance that exists within society. Much of the recent literature states that women are disadvantaged because of inferior levels of access and technology literacy and dominant male behavior. However, the assumption that difference implies disadvantage is challenged by evidence that variable factors such as professed confidence and apparently dominant interaction styles do not necessarily lead to better educational opportunity and performance. This paper contains a summary of gender-related issues identified by international research and academic practice together with supportive case study examples. The conclusion is that women often perform better than men despite the observable differences in interaction style.
Highlights
Gender based differences in performance and interaction style in computer supported learning (CSL) environments are recognized as an important focus for research [1, 2, 3]
“Girls get higher grades, do better in standard tests and go on to achieve higher qualifications in virtually every subject” Since both these sources appear to be well supported by research, it must be concluded that questions about whether some student groups are disadvantaged by limited access and technology literacy remain open to discussion
Once male and female students are more or less equal in terms of access, experience shows that gender based social relationships, interaction styles and inequities that exist in traditional learning situations correspond fairly closely to those found in CSL environments [1]
Summary
Gender based differences in performance and interaction style in computer supported learning (CSL) environments are recognized as an important focus for research [1, 2, 3]. Kleinfield [5] notes that girls consistently score higher grades at school in virtually every subject, and that young women enter and graduate from college more frequently than young men. Citations from these respective sources illustrate the point of conflict:. The impact of culture on conceptions of gender and behavior is identified as a strong determining factor of both the existence and the nature of differences, [11]. The paper concludes with recommendations, derived from collective experience, for practical ways to design and maintain learning environments that meet the needs of students of both genders and all levels of maturity
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