Participation in Computer Mediated Curriculum, 6(22)

Abstract

The overall purpose of this research project was to explore the nature of student participation in a Computer Mediated Curriculum (CMC) course. Data were gathered from online bulletin board class transcripts from weeks two, six, and ten of a semester long course offered in three different years. Data were gathered in1995, 1996, and 1997 involving a total of 51 female and 14 male students. The author compared female and male patterns of written communication using a linguistic framework that was developed under the assumption that people’s needs are reflected in their patterns of speech.. The author analyzed the longitudinal data using this framework and concluded that females were able to meet their needs more consistently over the thirteen-week courses than males, and that males were able to adjust their communication style to become more empathetic. The author discussed implications of the findings for school administrators whose schools either plan to, or currently, support CMC courses. These implications may enhance effectiveness of course offerings in that both female and male students’ needs may be met more consistently, resulting in more predictably higher achievement and learning levels.