Abstract

Students’ language in discussion forums in online courses can influence their participation and course outcomes. We examined aspects of gendered language to gain insight into men’s and women’s participation and success in two online science courses. Results revealed that women and men did not differ in their language use along traditionally gendered lines, which has the potential to help subvert the typical result of the negative outcomes associated with the female marker in STEM courses.

Original languageEnglish (US)
Title of host publication14th International Conference of the Learning Sciences
Subtitle of host publicationThe Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings
EditorsMelissa Gresalfi, Ilana Seidel Horn
PublisherInternational Society of the Learning Sciences (ISLS)
Pages811-812
Number of pages2
Volume2
ISBN (Electronic)9781732467262
ISBN (Print)9781732467262
DOIs
StatePublished - Jun 2020
Event14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States
Duration: Jun 19 2020Jun 23 2020

Publication series

NameComputer-Supported Collaborative Learning Conference, CSCL
Volume2
ISSN (Print)1573-4552

Conference

Conference14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
Country/TerritoryUnited States
CityNashville
Period6/19/206/23/20

ASJC Scopus subject areas

  • Human-Computer Interaction
  • Education

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