Abstract
Contemporary research identifies significant gender-related differences in performance and interaction style in computer-supported learning (CSL) environments. Evidence suggests that initial perceptions of these environments as democratic and offering equal opportunities to all students were flawed because interactions that take place through electronic channels lose none of the sociocultural complexity or gender imbalance that already exists within society. This paper presents a summary of gender-related issues identified by international research and academic practice together with the opinions expressed by participants in a discussion forum staged at ALT-C in 2001. Two main questions were addressed during the conference forum. Firstly, if computer access and literacy levels are assumed to be equalizing as the literature suggests, how can educational designers using CSL technologies best serve all student groups? Secondly, does the existence of gender-based differences in behaviour and interaction style in CSL environments mean that any student group is disadvantaged? The paper concludes with suggestions about how educational designers might increase the flexibility of CSL courses to offer equal opportunities to all students. A number of issues for further research are also identified.DOI:10.1080/0968776020100106
Highlights
In this paper, computer-supported learning (CSL) environments are defined as educational settings where some or all communications, learning activities and administrative tasks take place through the medium of computer technology
This paper presents the collective experience of a small group of academics with experience of CSL in an international, though predominantly western, world context, and summarizes gender-related issues identified by contemporary research and teaching practice
It was agreed that inequality in levels of access and computer literacy among student populations are disappearing problems, and that male and female users generally take different approaches to the use of technology, that is, exploratory and developmental versus practical and instrumental
Summary
Computer-supported learning (CSL) environments are defined as educational settings where some or all communications, learning activities and administrative tasks take place through the medium of computer technology. With new educational methods and the associated forms of interaction, we may need to look for new ways of considering identity and binary concepts such as gender This exploration of gender issues in CSL began as a collaborative venture to present a panel discussion session at the Association of Learning Technology Conference (ALT-C) in the UK in September 2001. Each panel member presented a brief summary of their experience and supporting research, concluded with a question about a particular aspect of gender difference and the implications for learning design These questions provided the focus for small group discussions that allowed all participants to contribute their opinions and experience. There is a particular focus on access and literacy issues, issues of student behaviour and cultural issues
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