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ERIC Number: ED428269
Record Type: Non-Journal
Publication Date: 1998-Nov-20
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Gender Sensitive Instruction: A Distance Education Issue.
Gougeon, Thomas D.
The ways male and female students communicate in computer-mediated distance education courses were examined through a comparison of the communication techniques used by 15 females and 4 males enrolled in a computer conferencing course that required students to share their thoughts regarding a weekly reading assignments and related discussion questions. Two weeks into the course, the men found four main strategies that would ultimately meet their status needs: reporting, differentiating, separating, and vertical aligning. By week 10, however, the men had reverted to using only one primary strategy--reporting--to maintain their status needs. By week 2, the women had developed patterns of communication supporting the following: a sense of intimacy among participants, equal or horizontal alignment in status, symmetry based on the establishment of similar experiences, and a sense of interdependency with other group members. In view of these gender-related differences in communication. After 10 weeks, the women continued to use the first three communication strategies. In view of the observed differences in the ways men and women communicate, 19 strategies for achieving gender-sensitive instruction in distance education were proposed. (Appended are a cross-gender communication framework (developed by Deborah Tannen) and selected data from the weekly topics activity.) (MN)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A