Please use this identifier to cite or link to this item:
|Title:||Investigating Teacher Change in Creating Classroom Knowledge Building Communities|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Bielaczyc, K., Paik, S., & Ow, J. (2012). Investigating Teacher Change in Creating Classroom Knowledge Building Communities. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 409-450). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.|
|Abstract:||CSCL scripts are an effective approach to structure collaborative learning processes in a beneficial way and herewith to foster learning outcomes in various domains. As the amount of research on CSCL scripts grows, it is the right time for a meta-analytical integration of the results. Using a random effects model, this meta-analysis integrated effect sizes of 19 comparisons derived from 13 studies about CSCL scripts. The average effects of CSCL scripts on domain-specific as well as domain-general learning outcomes were estimated. Additionally the meta-analysis targeted the role of additional content support as a potential moderator. Results indicate that CSCL scripts have moderate effects on learning outcomes while additional content support positively influences the effectivity of CSCL scripts on domain-specific learning outcomes.|
|Appears in Collections:||ICLS 2012|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.