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dc.contributor.authorVogel, Freydis
dc.contributor.authorKollar, Ingo
dc.contributor.authorFischer, Frank
dc.date.accessioned2020-01-08T16:51:15Z
dc.date.accessioned2020-01-08T22:04:03Z-
dc.date.available2020-01-08T16:51:15Z
dc.date.available2020-01-08T22:04:03Z-
dc.date.issued2012-07
dc.identifier.citationVogel, F., Kollar, I., & Fischer, F. (2012). Effects of Computer-Supported Collaboration Scripts on Domain-Specific and Domain- General Learning Outcomes: A Meta-Analysis. 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. 446-450). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2012.2.446
dc.identifier.urihttps://repository.isls.org//handle/1/2320-
dc.description.abstractCSCL 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleEffects of Computer-Supported Collaboration Scripts on Domain-Specific and Domain- General Learning Outcomes: A Meta-Analysisen_US
dc.typeShort Papersen_US
Appears in Collections:ICLS 2012

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