A Preliminary Analysis of Gender and Team Roles in Forum Interactions

Costaguta, Rosanna; Missio, Daniela; Mansilla, Pablo Santana

doi:10.1145/3335595.3335622

Cited by 2 publications

(4 citation statements)

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“…It was rather the division of group roles and tasks between the genders that impacted the individual development of computational thinking skills. Research on the preference of what group roles women or men take on in a CSCL setting at university found no gender difference in the role preferences in mixed-gender groups, nor was the level of participation different between the genders analysing the interactions in a Moodle environment (Costaguta et al 2019). So, in these studies, gender was a predictor of team performance, however, with contradictory results.…”

Section: Empirical Findingsmentioning

confidence: 99%

“…Other authors further argue that understanding the gender composition of teams and team performance could lead to strategic and easy-to-implement teaching decisions for enhancing collaboration and learning (Gnesdilow et al 2013;Zheng and Pinkwart 2014;Cen et al 2016;Zhan et al 2015). Again others saw game-based learning, gender-equal representation in instructional material, and technological aspects such as employing various media types, and interactive task and rotating task divisions and responsibilities in hybrid or online collaboration, in both simultaneous and asynchronous settings, as drivers of inclusive practice since they would make CSCL attractive and accessible for all learners (Costaguta et al 2019;Taylor and Baek 2019;Reychav and McHaney 2017;Tomai et al 2014;Asterhan et al 2011). According to Di Lauro (2020), individuals could be motivated by mass-collaborative events and empowerment of network knowledge based on feminist theory.…”

Section: Cscl and Gender Equalitymentioning

confidence: 99%

“…They also should establish social leadership in the classroom and supportive teaching strategies to include girls and other minorities in CSCL (Hennessy Elliott 2020; Rambe 2017). Tasks should be designed with rotating responsibilities in order to avoid gender-stereotypical work divisions and behaviour (Taylor and Baek 2019;Costaguta et al 2019). In addition, the representation of women and other minorities in STEM is a critical instrument to CSCL inclusiveness (Richard and Giri 2017).…”

Section: Findings Of Gender-inclusive Solutions For Cscl In Educationmentioning

confidence: 99%

“…DiLauro (2020),Ying et al (2021),Costaguta et al (2019),Lin et al (2019),Richterich (2019),Sepulveda (2018),Taylor and Baek (2019),Koulouri et al (2017),Reychav and McHaney (2017),Cen et al (2016),Richard and Hoadley (2015),Zhan et al (2015),Zheng and Pinkwart (2014),Chiru et al (2013),Gnesdilow et al (2013),Tomai et al (2014), Asterhahn et al (2011,Ding et al (2011),Raes et al (2010),Harskamp et al (2008),Huynh et al (2005) …”

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confidence: 99%

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“Gendered differences versus doing gender”: a systematic review on the role of gender in CSCL

et al. 2022

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Gender equity in education is an essential UN sustainable development goal. However, it is unclear what aspects of gender are important to consider in regard to research outcomes as well as how findings can be interpreted in the context of gender stereotypes and bias. This lack of clarity is particularly salient in the STEM field. Computer-supported collaborative learning (CSCL) is a group learning method where learners work together on group tasks that aim at the sharing and co-construction of knowledge. Aside from the cognitive learning gains, the literature reports that CSCL can bring social and psychological benefits, such as fostering positive mutual relationships and increased understanding of equity and diversity. In order to elaborate on the assumed potential of CSCL to support equity and diversity goals in education, this systematic literature will focus on the role of gender in CSCL. Although gender issues in CSCL have been examined before, a comprehensive overview is still lacking. Based on the PRISMA method, the current systematic review considers 27 articles, and explores (1) how gender is addressed, (2) what findings concerning gender are reported, and (3) the potential of CSCL to create more gender inclusive learning contributing to the UN SDGs. Our findings show that most studies addressed gender as a binary predictor for participation, communication, or attitude. Less than half of the studies treated gender more nuanced by defining gender as a social construct. This review highlights the need for additional research on the role of gender in CSCL, alongside more methodologies that can account for the complexities this entails. It is estimated that there is some potential for CSCL to decrease gender stereotypes and gender bias in STEM education.

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Section: Empirical Findingsmentioning

confidence: 99%