Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorDing, Ning
dc.identifier.citationDing, N. (2009). How gender composition influences individual knowledge elaboration in CSCL. In O'Malley, C., Suthers, D., Reimann, P., & Dimitracopoulou, A. (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 173-177). Rhodes, Greece: International Society of the Learning Sciences.en_US
dc.description.abstractThe aim of the study is to explore the gender difference in learning achievement and knowledge elaboration process in CSCL. A sample of ninety-six secondary school students, aged 16, participated in the two-week experiment. Students were randomly paired to solve six problems about Newtonian mechanics. Their pre- and post-test performances and online interactions were analyzed. We found that female students' learning performance and knowledge elaboration process were sensitive to their partner gender, but that's not the case for male students. Besides, due to a divergent knowledge elaboration process, mixed-gender dyads run the risk of disadvantaging female students in CSCL.en_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleHow gender composition influences individual knowledge elaboration in CSCLen_US
Appears in Collections:CSCL 2009

Files in This Item:
File SizeFormat 
173-177.pdf229.09 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.