TY - GEN
T1 - Understanding the effect of group variance on learning
AU - Yavuz, Sinan
AU - Forkner, Michael
AU - Gnesdilow, Dana
AU - Dornfeld Tissenbaum, Catherine L.
AU - Kim, Jee Seon
AU - Puntambekar, Sadhana
N1 - The research reported in this study is supported by a NSF-DRL grant (#1418044) to the last author. We thank all of the teachers and students who participated in this study.
PY - 2019
Y1 - 2019
N2 - Given that group composition is a key factor that affects learning in CSCL environments, it is important to study how students in groups with homogeneous or heterogeneous levels of prior knowledge collaborate. This study investigated the potential differences in students’ learning outcomes from participating in a 13-week design-based unit. We used the pre- and post-test data from 361 eighth grade students (102 groups) and performed a hierarchical linear model analysis to examine how the convergence or divergence in the students’ level of prior knowledge affected students’ learning outcomes. We found that students in homogenous groups with similar levels of initial prior knowledge scored significantly higher on their post-test when their pre-test was used as a covariate, than students in heterogeneous groups. Implications of these findings are discussed along with directions for future research.
AB - Given that group composition is a key factor that affects learning in CSCL environments, it is important to study how students in groups with homogeneous or heterogeneous levels of prior knowledge collaborate. This study investigated the potential differences in students’ learning outcomes from participating in a 13-week design-based unit. We used the pre- and post-test data from 361 eighth grade students (102 groups) and performed a hierarchical linear model analysis to examine how the convergence or divergence in the students’ level of prior knowledge affected students’ learning outcomes. We found that students in homogenous groups with similar levels of initial prior knowledge scored significantly higher on their post-test when their pre-test was used as a covariate, than students in heterogeneous groups. Implications of these findings are discussed along with directions for future research.
UR - https://www.scopus.com/pages/publications/85073320193
UR - https://www.scopus.com/pages/publications/85073320193#tab=citedBy
U2 - 10.22318/cscl2019.520
DO - 10.22318/cscl2019.520
M3 - Conference contribution
AN - SCOPUS:85073320193
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 520
EP - 525
BT - A Wide Lens
A2 - Lund, Kristine
A2 - Niccolai, Gerald P.
A2 - Lavoue, Elise
A2 - Hmelo-Silver, Cindy
A2 - Gweon, Gahgene
A2 - Baker, Michael
PB - International Society of the Learning Sciences (ISLS)
T2 - 13th International Conference on Computer Supported Collaborative Learning - A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, CSCL 2019
Y2 - 17 June 2019 through 21 June 2019
ER -