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|Title:||An Overview of CSCL Methodologies|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Jeong, H. & Hmelo-Silver, C. (2010). An Overview of CSCL Methodologies. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 921-928). Chicago IL: International Society of the Learning Sciences.|
|Abstract:||This study surveyed empirical CSCL papers published in seven leading journals of the field during 2005-2007 and analyzed methodologies of a random sample of 33 studies. The dominant features of CSCL research methodologies were descriptive studies in classroom settings with self-report/questionnaire that were quantitatively analyzed. Yet, studies were quite eclectic in their research method, adopting a variety of research design, data sources and analysis methods, leading to cross-over or hybrid methodologies. Studies of collaborative learning were carried out frequently both in experimental and descriptive studies in lab and classroom settings. Diverse data sources were collected and analyzed both quantitatively and qualitatively. New techniques for analyzing collaborative processes were also emerging. Still, it appears that the field needs to be more principled in its applications of design-based research. In addition, the field is in need of more diverse and systematic ways to analyze qualitative data in order to take a full advantage of the rich data afforded in CSCL research.|
|Appears in Collections:||ICLS 2010|
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