Gender in Online Learning
Historically, there has been a significant gender gap in the use of computers and technology. Typically, men were quicker to adopt new technology and more likely to consider themselves proficient in the use of computers. Some conclude that as computers become the conduit for social networking and other communication, female interest in the technology has risen. As mentioned in this module's readings, the gap has narrowed (if not closed completely), though there are significant differences in the way men and women communicate online, just as there are differences face-to-face.
Some researchers believe that the text-centric nature of online courses give women (or any other group) a way to avoid biases that may have hindered them in the face-to-face classroom. According to Andrew Shapiro, "Because individuals are judged online mostly by what they say, virtual communities would appear to soften social barriers caused by age, race, gender, and other fixed characteristics" (Shapiro, 1997, p. 49).
On the other hand, researchers find that despite the anonymity the online environment can provide, gender-specific behaviors are still present and can impact both communication and learning online (King, 2000; Herring, 2000).
With women over the age of 25 representing over 60 percent of online course participants (Kramarae, 2001), it is imperative that we make ourselves aware of the gender differences that can play a part in online learning. We must work, as Gunn et al suggest, "to identify the characteristics that make learning environments friendly to both male and female students, and encourage participation and enhance opportunities of success for all" (2003).
According to Palloff and Pratt (2003),
To achieve communication in an online class that is balanced and equitable, an instructor can do the following:
- Rotate facilitation among students so that all voices are heard.
- Rotate leadership of small, collaborative groups.
- Incorporate collaborative assignments, which support women's needs for group work and support.
- Communicate privately with male students who dominate the discussion to help them become more aware of the impact of their behavior in the group.
- Confront inappropriate use of language or any behavior that is not seen as promoting equity.
- Hold all students responsible for completing assignments.
- "Call on" students who are not participating by reaching out to them to determine what is interfering with their participation or asking them directly for their ideas on a topic.
These suggestions are true not just of supporting gender differences online, but of supporting all differences online...and of good online facilitation overall. Providing leadership, guidance, and support for all learners is essential to create community and promote successful learning in an online course.