How gender composition influences individual knowledge elaboration in CSCL

Ding, Ning

Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2939

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DC Field	Value	Language
dc.contributor.author	Ding, Ning
dc.date.accessioned	2019-05-25T17:18:14Z
dc.date.accessioned	2020-01-09T16:06:08Z	-
dc.date.available	2019-05-25T17:18:14Z
dc.date.available	2020-01-09T16:06:08Z	-
dc.date.issued	2009-06
dc.identifier.citation	Ding, 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.identifier.uri	https://doi.dx.org/10.22318/cscl2009.1.173
dc.identifier.uri	https://repository.isls.org//handle/1/2939	-
dc.description.abstract	The 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.language.iso	en	en_US
dc.publisher	International Society of the Learning Sciences (ISLS)	en_US
dc.title	How gender composition influences individual knowledge elaboration in CSCL	en_US
dc.type	Papers	en_US
Appears in Collections:	CSCL 2009

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