A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2014; you can also visit the original URL.
The file type is
Proceedings of the 9th international conference on Computer supported collaborative learning - CSCL'09
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 partnerdoi:10.3115/1600053.1600079 fatcat:td3zoi5q4ramflysjltdnbhboi