Computer-supported collaborative learning and gender

PhD ceremony: mw. Ning Ding, 13.15 uur, Academiegebouw, Broerstraat 5, Groningen

Thesis: Computer-supported collaborative learning and gender

Promotor(s): prof. R.J. Bosker

Faculty: Behavioural and Social Sciences

Computer-Supported Collaborative Learning (CSCL) is a promising tool in science education and is increasingly applied in school practices. Yet, CSCL carries risk, particularly when gender is involved. There are some unknown questions. For example, whether female and male students differ in knowledge elaboration in the synchronous CSCL and whether this is related with their learning achievement. In order to gain an insight into the gender issue in CSCL, I have conducted a series of empirical studies since 2004.

It has been found that students in collaborative condition scored higher than did students in the individual condition, but there was a gender difference in collaborative learning. This was reflected in students’ learning achievement, communication styles, and representation ways as well. Three collaboration patterns have also been defined: divergent, parallel, and cross patterns. The research addressed a proportionally higher frequency of divergent patterns than cross or parallel patterns in the mixed-gender dyads than that in the female-female and male-male dyads. Moreover, the more divergent patterns, the lower scores females in the mixed-gender dyads achieved.

Taking the gender difference into account, the findings of these studies shed light on current research on practical classroom instruction. Each study provided some practical suggestions for teachers who tend to use collaborative learning, either face-to-face or computer-supported.

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