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The influence of learner characteristics on degree and type of participation in a CSCL environment

The influence of learner characteristics on degree and type of participation in a CSCL environment.

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The influence of learner characteristics on degree and type of participation in a CSCL environment

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  1. The influence of learner characteristics on degree and type of participation in a CSCL environment Prinsen F, Volman M, Terwel J. The Influence of Learner Characteristics on Degree and Type of Participation in a CSCL Environment. British Journal of Educational Technology [serial online]. November 1, 2007;38(6):1037-1055. Available from: ERIC, Ipswich, MA. Accessed May 11, 2011. Tiffany Hoefer

  2. Do all participants profit equally from working with CSCL? • Student characteristics • Prior knowledge and attitudes • Interaction effects occur between the two Degree versus Type of Participation What do we hope to learn?

  3. Quantitative descriptive, exploratory study • Lesson series applied to groups of 4 students engaged in Knowledge Forum discussion tasks • Amount and type of student participation measured and related to variables Methodology

  4. 120 children • Grade 5 • Average age – 10 • 57 boys; 63 girls • ¼ immigrant parents • ¼ low income Participants

  5. Control/Independent Variable Dependent Variable • IQ • Cultural background • Gender • Relevant skill and attitudes • Popularity • Degree of student participation • Type of student participation Variables

  6. Teacher workshop • Three 2-hour sessions • Lesson Plan • 6 lessons • Student Division into Groups • 2 boys/2 girls; 2 high/2 low achievers; 2 pairs with different socio-economic backgrounds • Popularity not taken into account for group pairings Procedures

  7. Girls contribute more words • Girls depend on computer skills more • Popularity increases participation • Students of immigrant parents participate less • Students with strong comprehensive reading skills participate more Main Results - degree

  8. Boys provide more answers/explanations • Girls ask more questions • Boys disagree more • Girls show more acceptance Main Results - type

  9. Did not assess learning gain • Study did not allow for students to engage in different roles with CSCL Drawbacks

  10. Insight into factors affecting CSCL • Fills gaps in previous literature • Compares degree and type of participation • Ties to theoretical background Positive

  11. Clear and straightforward • Literature review supports further research and good link to theories • Useful for educators • Leads to further research regarding learning gain Overview

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