One of the many advantages
often expressed about online teaching and learning is, that gender online is
invisible and therefore makes this educational delivery medium egalitarian.
But is it really? Studies have shown that distinct male and female behaviors
often surface, which cues us in to gender online: these behaviors maybe either
conscious or subconscious. Be forewarned however, that this does not necessarily
mean that all males and all females display these distinct behaviors. It merely
means that there is a tendency for these behaviors to be displayed more frequently
by the different genders.
Studies have shown that
men have a tendency to be more aggressive in online discussions (Herring, 2000).
When this occurs, women have a tendency to withdraw from the discussion, which
leads to an online learning opportunity lost.
In addition, participants’
discourse style, normally gives cues as to gender identity. Men have a tendency
to post longer messages, be more assertive in their opinions, be more condescending
towards their fellow classmates’ postings and are more likely to flame. Flaming
is defined as “the expression of strong negative emotion, use of derogatory,
obscene or inappropriate language and use of personal insults (Herring, 2000).
Women on the other hand, have a tendency to post shorter messages, be more supportive
of their classmates, be more appreciative towards their peers, including saying
“thank you” or “I appreciate that”, use emoticons to portray
their emotions and have a tendency to apologize more frequently in discussions.
A possible effect of these differences in online communication behaviors is
that men, with their more assertive and adversarial communication style, could
end up dominating discussions and therefore controlling the course of the online
learning experience.
If we are to strive for
that optimum online teaching and learning experience, where egalitarianism is
the order of the day, then we cannot afford to have one gender dominate at the
expense of the other. Given the inherent nature of men and women, it maybe impossible
to ever become gender-neutral in the online teaching and learning environment.
It is however possible for us to coexist online and to become tolerant of each
other’s online communication styles.
Online instructors need
to be aware of these potential gender differences and must monitor the discussion
forum to ensure that the learning environment does not become hostile to any
one gender. As we get down to the business of defining what constitutes proper
netiquette, and setting the standards for classes we design and teach, we can
ensure that each gender’s communication style is accorded value and that we
eliminate behaviors that could be perceived as offensive to either group and
therefore damaging to the online learning experience.
Reference
Herring, S., (2000). Gender
Differences in CMC: Findings and Implications. The CPSR Newsletter, 18, (1).
Retrieved February 18, 2003 from The CPSR Newsletter Web site: http://www.cpsr.org/publications/newsletters/issues/2000/Winter2000/herring.html