Computer-Supported Collaborative Learning in STEM Domains: Towards a Meta-synthesis

Computer-Supported Collaborative Learning (CSCL) research has become pervasive in STEM education over the last several decades. The research presented here is part of an ongoing project to construct a meta-synthesis of CSCL findings in STEM domains. After a systematic search of the literature and article coding, cluster analysis results provided a frame for sampling from this literature in order to examine effects of CSCL. This preliminary meta-synthesis addresses the three key pillars of CSCL: the nature of collaboration, the technologies that are employed, and the pedagogical designs. CSCL tools and pedagogies typically improve collaborative learning processes along with achieving other learning and motivational goals

Doing quantitative research in the learning sciences and CSCL:current developments and applications

While quantitative methods are continuously developed in various fields of origin,such as psychology, the specific applications in the core field of learning sciences and CSCL are less well advanced. In this workshop, we explore and discuss current methodological topics in three relevant fields of empirical research: (1) obtaining data, (2) analyzing data, and (3) sharing data, replicating and integrating findings. Outcomes of the discussions are planned to be published in short guidelines facilitating the application of latest developments in quantitative methods in the learning sciences and CSCL research.<br/

Doing quantitative research in the learning sciences and CSCL:current developments and applications

While quantitative methods are continuously developed in various fields of origin,such as psychology, the specific applications in the core field of learning sciences and CSCL are less well advanced. In this workshop, we explore and discuss current methodological topics in three relevant fields of empirical research: (1) obtaining data, (2) analyzing data, and (3) sharing data, replicating and integrating findings. Outcomes of the discussions are planned to be published in short guidelines facilitating the application of latest developments in quantitative methods in the learning sciences and CSCL research.<br/

Interest-driven creator theory: towards a theory of learning design for Asia in the twenty-first century

Asian education is known for its examination-driven orientation, with the downsides of distorting the processes of learning and teaching, diminishing students’ interest in learning, and failing to nurture twenty-first century competencies among students. As a group of Asian researchers, we have been developing Interest-Driven Creator (IDC) Theory, a design theory based on three anchored concepts, namely interest, creation, and habit. Each of these anchored concepts is represented by a loop composed of three components. In the interest loop, the three components are triggering, immersing, and extending. The components of the creation loop are imitating, combining, and staging. The habit loop consists of cuing environment, routine, and harmony. These three loops are interconnected in various ways, with their characteristics revealed by the design process. We hypothesize that technology-supported learning activities that are designed with reference to IDC Theory will enable students to develop interest in learning, be immersed in the creation process, and, by repeating this process in their daily routines, strengthen habits of creation. Furthermore, students will excel in learning performance, develop twenty-first century competencies, and become lifelong interest-driven creators. To sharpen our understanding and further the development of the theory, we need more discussion and collaborative efforts in the community. Hypotheses arising from this theory can be tested, revised, or refined by setting up and investigating IDC Theory-based experimental sites. By disseminating the framework, foundations, and practices to the various countries and regions of Asia, we hope that it will bring about compelling examples and hence a form of quality education for the twenty-first century, which is an alternative to the examination-driven education system. In this paper, we present an overall introduction to IDC Theory and its history, and discuss some of the steps for advancing it in the future

Ten years of Computer-Supported Collaborative Learning: A meta-analysis of CSCL in STEM education during 2005-2014

The goal of this paper is to report on a meta-analysis about the effects of Computer-Supported Collaborative Learning (CSCL) in STEM education. The analysis is based on 316 outcomes from 143 studies that examined the effects of CSCL published between 2005 and 2014. Our analysis showed that the overall effect size of STEM CSCL was 0.51, a moderate but notable effect size in educational research. The effect was greatest on process outcomes, followed by knowledge outcomes, and affective outcomes. The sizes of the effects were moderated by types of technology and pedagogy, educational levels of learners, and learning domains. Moderators further interacted so that effects of technology and pedagogy varied depending on the modes of collaboration, learners' educational levels, and domains of learning. The current study demonstrates the overall advantage of CSCL in STEM education and highlights a need to understand how these variables may interact to contribute to overall CSCL effectiveness

Une Cartographie Scientométrique de la Recherche Globale en Education

Educational research covers a diverse area of topics that presents integration challenges. We used a bibliographic analysis of the Scopus database to describe educational research and present a global map that consists of 18 research clusters that are connected by distinct sets of references. Clusters differ in their core references and how much they focus on educational research. Some clusters share references in a highly connected way and focus directly on teaching and learning (e.g. Learning cluster) while other clusters share references more loosely and focus on topics that lie at the interaction of education and other related fields (e.g. Sociology of Education cluster). As such, clusters represent subfields of educational research that are differentially organized around different research topics and incorporate shared knowledge bases embodied in shared references. Students, researchers, and practitioners can use our results to explore the collectively built knowledge bases of educational research.La recherche en éducation couvre une région diversifiée de sujets qui présente des défis d'intégration. Nous avons utilisé une analyse scientométrique de la base de donnée Scopus pour décrire la recherche en éducation. Nous présentons une cartographie globale qui se compose de 18 clusters ou sous-champs de recherche, connectés par des ensembles distincts de références bibliographiques. Les clusters diffèrent dans leurs références de base et le degré avec lequel ils se concentrent sur la recherche en éducation. Certains clusters partagent des références d'une manière très connectée et se concentrent directement sur l'enseignement et l'apprentissage (par exemple, le cluster "Learning") tandis que d'autres clusters partagent des références plus librement et se concentrent sur des sujets qui font interagir la recherche en éducation avec d'autres domaines connexes (par exemple, le cluster "Sociologie de l'éducation") . En tant que tel, les clusters représentent les sous-champs de la recherche en éducation qui sont différemment organisés autour de différents thèmes de recherche et les connaissances partagées dans ces sous-champs sont contenues dans les références partagées. Les étudiants, les chercheurs et les praticiens peuvent utiliser nos résultats pour explorer les bases de connaissances collectivement construit de la recherche en éducation