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

What do we hope to learn?

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

Methodology

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

Participants

120 children

◦ Grade 5

◦ Average age – 10

◦ 57 boys; 63 girls

◦ ¼ immigrant parents

◦ ¼ low income

Variables

Control/Independent Variable

Dependent Variable

IQCultural backgroundGenderRelevant skill and

attitudesPopularity

Degree of student participation

Type of student participation

Procedures

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

Main Results - degree

Girls contribute more wordsGirls depend on computer skills morePopularity increases participationStudents of immigrant parents participate

lessStudents with strong comprehensive

reading skills participate more

Main Results - type

Boys provide more answers/explanations

Girls ask more questions

Boys disagree more

Girls show more acceptance

Drawbacks

Did not assess learning gain

Study did not allow for students to engage in different roles with CSCL

Positive

Insight into factors affecting CSCL

Fills gaps in previous literature

Compares degree and type of participation

Ties to theoretical background

Overview

Clear and straightforward

Literature review supports further research and good link to theories

Useful for educators

Leads to further research regarding learning gain