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|Title:||Exploring the Effect of Online Collaborative Learning on Students' Scientific Understanding|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Li, P., Chang, C., & Hong, H. (2013). Exploring the Effect of Online Collaborative Learning on Students' Scientific Understanding. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos & Community Events (pp. 301-302). Madison, WI: International Society of the Learning Sciences.|
|Abstract:||This study explored the impact of online collaborative learning on students' understanding of the nature of scientific theory. The participants consist of 52 college students who attended a course titled "Introduction to Nature Science". Data sources came from (1) a pre-post survey that assesses students' understanding of the nature of scientific theory, and (2) students' online interactions. Findings indicate that after engaging in online collaborative learning for a semester, students demonstrated a more informed understanding of the nature of scientific theory.|
|Appears in Collections:||CSCL 2013|
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