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ERIC Number: EJ780025
Record Type: Journal
Publication Date: 2007-Dec
Pages: 7
Abstractor: Author
Reference Count: 11
ISSN: ISSN-1049-4820
Gender Gap in the Perception of Communication in Virtual Learning Environments
von Neuforn, Daniela Stokar
Interactive Learning Environments, v15 n3 p209-215 Dec 2007
To support and continue the motivation of participants in virtual learning environments it is important to achieve a successful learning atmosphere. Therefore, it is necessary to reach the participants on a personal level and to perceive their personal needs and emotions when conversing with them. These factors of learning motivation depend on the individual perception of virtual, text-based communication. The coding and encoding of purely, text-based language requires an enormous amount of compensation with regard to the absence of all verbal means of communication. For this reason it is important to determine the existence of any gender differences in the compensation for non-verbal communication or in the perception of text-based communication. In this study the gender gap in the perception of text-based communication was evaluated. The individual production and perception of text-based communication could be one reason for the decrease in the number of female participants in the majority of virtual learning environments. The objective of this survey was to define the characteristics of text-based communication, which then gives an indication of the condition of male and female participants of virtual learning environments. The results of this study provide information in relation to individual gender interpretation and production of written messages, as well as the implementation of measures which support the motivation to learn. (Contains 5 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany