Joint effects of gender composition, anonymity in communication and task type on collaborative learning

Abstract

Earlier research has suggested that anonymous communication is appropriate for creative task, and identified communication is suitable for decision-making task. The current study brings into this picture a third dimension - gender composition. Specifically, the work seeks for a better understanding on how the three components will intertwine in a collaborative learning context. The novel elements of gender and learning are in and of themselves significant. Through theoretical analyses, the paper arrives at a set of fruitful propositions. A central proposition conjectures that all-male learning groups will achieve the best learning outcome wile performing decision-making tasks using an identified style of communication; as well, all-female learning groups are expected to achieve the best learning outcomes while performing creative tasks via anonymous communication.