How Group Gender influences Individual Knowledge Elaboration in CSCL

• Ning Ding , Groningen University, GION (Education Research Institute)

Best Paper Nominee

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.
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Inscriptions Becoming Representations

• Richard Medina , University of Hawaii
• Daniel Suthers , University of Hawaii
• Ravi Vatrapu , Copenhagen Business School

Best Paper Nominee - Best Student Paper Nominee

This paper analyzes the interaction of three students working on mathematics problems over several days in a virtual math team. Our analysis traces out how successful collaboration in a later session was contingent upon the work of prior sessions, and shows how representational practices are important aspects of these participants’ mathematical problem solving. We trace the formation, transformation and refinement of one problem-solving practice—problem decomposition—and three representational practices—inscribe first solve second, modulate perspective and visualize decomposition. The analysis shows how inscriptions become representations for the group through a historical trajectory of negotiation. This result is of theoretical interest because it shows how the practices underlying group cognition are contingent upon not only the immediate situation but also the chronologically prior resources and associated practices.
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Human guidance of synchronous e-discussions: The effects of different moderation scripts on peer argumentation

• Baruch B. Schwarz , Hebrew University of Jerusalem
• Christa S.C. Asterhan , Hebrew University of Jerusalem
• Julia Gil , Hebrew University of Jerusalem

Best Paper Nominee

Researchers and educators have considered synchronicity as a less desirable mode of communication than a-synchronicity in learning tasks involving discussions. This is because synchronicity does not easily allow students to take into consideration collaborative scripts in the heat of discussions. Also, moderation by teachers of synchronous discussions has been considered as extremely challenging so far. We describe here a study in which we trained students-teachers to moderate synchronous discussions and asked them to moderate discussions in two different ways of guidance, social and argumentation guidance. We show that moderation of synchronous discussions is feasible as effects of moderation on argumentative, social and interactive aspects of the discussion reflect the kind of guidance suggested. Also we show differences between girls and boys in the way they participate in synchronous discussions and respond to the moderator's suggestions.
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From Handheld Collaborative Tool to Effective Classroom Module: Embedding CSCL in a Broader Design Framework

• Jeremy Roschelle , SRI International
• Ken Rafanan , SRI International
• Gucci Estrella , SRI International
• Miguel Nussbaum , Pontificia Universidad Católica
• Susana Claro , Pontificia Universidad Católica

Best Paper Nominee

The TechPALS project expanded a general-purpose handheld CSCL tool (from Chile) to a 3-week classroom module for primary school mathematics (in the United States). To go from tool to module we articulated a framework for an effective CSCL practice– including curricular fit, training materials, pedagogical guidance, formative and summative assessments, and logistical support. In parallel, to meet requirements of the U.S. Department of Education, we conducted classroom experiments to investigate the achievement differences between students who were randomized to use either TechPALS or a non-CSCL product. In this paper, we examine the design changes from initial classroom pilot tests to eventual attainment of statistically significant results, emphasizing the integration of technology, activity designs, and broader educational practices that was required to achieve impacts in ordinary, low-income schools. Based on these results, we recommend a “curricular activity system” framework to support effective CSCL practices.
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