How gender composition influences individual knowledge elaboration in CSCL

Computer Supported Collaborative Learning Practices, CSCL 2009 Conference Proceedings - 9th International Conference

Volumn , Issue , 2009, Pages 173-177

  Ding, Ning ^a  

^a UNIVERSITY OF GRONINGEN   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

STUDENTS;

FEMALE STUDENTS; GENDER DIFFERENCES; LEARNING ACHIEVEMENT; LEARNING PERFORMANCE; NEWTONIAN MECHANICS; ON-LINE INTERACTIONS; POST TEST; SECONDARY SCHOOLS;

E-LEARNING;

EID: 84858390647     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: 10.3115/1600053.1600079     Document Type: Conference Paper

References (7)

1. Ding, N., & Harskamp, E. (2006). How partner gender influences female students' problem solving in physics education. Journal of Science Education and Technology, 15(5), 331-343. (Pubitemid 44877250)
2. Ding, N. (2008). Visualizing the Sequential Process of Knowledge Elaboration in Computer-Supported Collaborative Problem Solving. accepted by Computers and Education.
3. Cress, U. (2008). The need for considering multilevel analysis in CSCL research - An appeal for the use of more advanced statistical methods. Computer-Supported Collaborative Learning, 3, 69-84.
4. DeWindt-King, A.M., & Goldin, G.A. (2003). Children's visual imagery: Aspects of cognitive representation in solving problems with fractions. Mediterranean Journal for Research in Mathematics Education, 2(1), 1-42.
5. Kumpulainen, K. & Mutanen, M. (1999). The situated dynamics of peer group interaction: An introduction to an analytic framework. Learning and Instruction, 9(5), 449-473.
6. Snijders, T. A. B., & Bosker, R. J. (1999). Multilevel analysis: An introduction to basic and advanced multilevel modeling. London: Sage Publications.
7. Suthers, D. D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. International Journal of Computer-Supported Collaborative Learning, 1(3), 315-337. (Pubitemid 44394679)