| A 49-item survey questionnaire was used to evaluate perceived gender differences in communication patterns, preferred learning styles, and communication patterns in an asynchronous, computer-mediated communication (CMC)-based distance learning program. The sample consisted of 80 male and 80 female graduate students enrolled in a master's or doctoral level psychology or business administration program. Results indicated significant differences for perceived gender differences in communication patterns, preferred learning styles, and communication patterns (X2 (1) N = 160 = 15.60, p < .04; X2 (1) N = 160 = 5.70, p < .04; X2 (1), N =160 = 9.72, p < .01). Male students preferred to work independently, created more course postings, and were more likely to ask their professors for assistance whereas female students preferred more classroom interaction, were more likely to respond to female learners rather than to male learners, used more complimentary language when responding to learners, and were more apt to ask fellow students for assistance. Recommendations including presenting information through multiple learning formats to create a more effective and gender-equitable learning community are offered. Directions for future research on monitors of the online environment are provided. The study describes how to integrate findings from this study to maintain equitable and successful educational experience for both male and female students by fostering and validating personal experiences, creating environments of interdependence as well as independence, and providing collaborative and cooperative ways to learn and teach. |
